Observation scores are modestly positively associated with individual value-added (adjusted correlation 0.349) but only weakly associated with performance tasks (0.108) and school-wide literacy value-added (0.119)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2017: tool and model accuracy changes quickly

Subclaims¶

q2 i? The adjusted correlation between composite observation scores and combined individual value-added is 0.349; math and reading individually correlate at 0.28 and 0.29. → Jennie Y. Jiang 2014 q2 i? Performance tasks and school-wide value-added are only weakly associated with observation scores, with correlations of 0.108 and 0.119. → Jennie Y. Jiang 2014 (2)

Evidence¶

Jennie Y. Jiang 2014¶

Jennie Y. Jiang, Susan E. Sporte, Stuart Luppescu. (2014). Analytic Memo: Evaluation Data from the First Year of REACH. Consortium on Chicago School Research. https://www.cps.edu/Pages/reachstudents.aspx

q2 · i? · associational · r2

Correlational analysis of 2012-13 REACH data (Table 1), disattenuated for measurement error, printing an "adjusted correlation of 0.349" between observations and combined individual value-added, with math and reading value-added correlated at 0.28 and 0.29, similar to prior teacher-evaluation research. No standardized effect size beyond these correlations is printed.

"the association between observations and the combined individual value-added displays the strongest association, with an adjusted correlation of 0.349. Individual math and reading value-added are correlated at 0.28 and 0.29."

Jennie Y. Jiang 2014 (2)¶

Jennie Y. Jiang, Susan E. Sporte, Stuart Luppescu. (2014). Analytic Memo: Evaluation Data from the First Year of REACH. Consortium on Chicago School Research. https://www.cps.edu/Pages/reachstudents.aspx

q2 · i? · associational · r2

Same correlational analysis (Table 1) printing weak correlations of 0.108 and 0.119: "Performance tasks and school-wide value-added, however, are only weakly associated with observation scores, with correlations of 0.108 and 0.119, respectively." Only unadjusted correlations were computed for performance tasks because reliability could not be calculated.

"Performance tasks and school-wide value-added, however, are only weakly associated with observation scores, with correlations of 0.108 and 0.119, respectively."

Discussion¶

Related Claims¶

• All seven dimensions of instructional practice with quantitative data are modestly but significantly related to teachers' value-added scores — a broader claim this one bears on
• The classroom management dimension is most consistently and strongly related to teachers' value-added scores across instruments, subjects, and grades — a narrower finding that bears on this claim
• Observation scores and student surveys were moderately correlated with student learning and likely captured different dimensions of teaching quality — related
• Only about 25 percent of teachers received an individual value-added score, with most teachers instead receiving a school-wide literacy value-added score — 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
• Across 201 observed K–8 math lessons, the majority (108, or 54 percent) did not receive a High/Expert rating on any of the eight observation dimensions — related