Race-specific value-added scores predict teachers' subsequent effects: Black students taught by a teacher with high prior effectiveness for Black students show gains of about one standard deviation when the teacher moves schools or grades¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2026: tool and model accuracy changes quickly

Subclaims¶

q2 i? When teachers moved across schools or grades, Black students in the new assignment showed test-score increases of about one standard deviation if the teacher's prior effectiveness for Black students was one standard deviation above the mean. → Delgado 2023

Evidence¶

Delgado 2023¶

Delgado, W. (2023). Is the Best Teacher the Best for Everyone? Variation of Teacher Effectiveness by Student Race. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/is-the-best-teacher-the-best-for-everyone

q2 · i? · associational · r2

Predictive validation using teacher moves across schools or grades within Chicago Public Schools data; the brief reports that students taught after the move "showed increases in their test scores by one standard deviation," mirroring the teacher's prior race-specific value-add.

"When a teacher whose prior performance showed they raised Black students' test scores by one standard deviation moved across schools or grades, Black students taught by the teacher in their new school or grade also showed increases in their test scores by one standard deviation."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group

Related Claims¶

• Experienced teachers and teachers with a master's degree are highly effective overall but much less effective for Black than non-Black students — related
• Teacher impacts on Black students' test scores vary widely, from 0.2 standard deviations in middle school English to 0.5 standard deviations in elementary school math between high- and low-effectiveness teachers — related
• The working paper examines the sensitivity and precision of teacher value-added estimates under specifications differing in student-level, peer-level, and double-lagged achievement controls — related
• Having a teacher highly effective for Black students shows no detrimental effect on non-Black students' test scores — related
• Having a race-matched teacher is associated with higher test scores and long-term academic benefits for Black students — related
• Teacher effectiveness for Black students is only imperfectly correlated with effectiveness for non-Black students (correlations between 0.28 and 0.67 depending on subject and grade level) — related