Performance tasks did little to differentiate teachers, with most receiving high scores and over a third receiving default scores due to missing data¶

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

Subclaims¶

q2 i? Almost all teachers received high performance task scores: over 20 percent topped out at 4.0 and 74 percent received 3.0 or greater. → Jennie Y. Jiang 2014 q2 i? Thirty-six percent of teachers received the default score of 3.12 on performance tasks due to incomplete or missing data. → 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

District-wide descriptive analysis of over 11,000 teachers' performance task scores in 2012-13, shown in Figure 3: "Over 20 percent of teachers with performance task scores" topped out at 4.0 and 74 percent received 3.0 or greater. No inferential test reported.

"Over 20 percent of teachers with performance task scores "topped out" at the highest performance level, receiving the highest possible score of 4.0; 74 percent received a 3.0 or greater"

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

Descriptive analysis of missing performance task data in 2012-13: "Thirty-six percent of teachers did not receive an individual performance task score" and instead received the default score of 3.12. Causes cited include teacher-of-record changes, grading, and uploading difficulties.

"Thirty-six percent of teachers did not receive an individual performance task score and, instead, received CPS's default score of 3.12 due to incomplete or missing data."

Discussion¶

Related Claims¶

• FFT-based teacher ratings in Pennsylvania's pilot were overwhelmingly concentrated in the top two performance categories, with less than 0.1 percent rated failing — related
• Rating distributions and FFT-VAM relationships were broadly similar across the two pilot phases, though top-two-category ratings decreased somewhat in Pittsburgh — related
• REACH evaluation ratings rose over time, with nearly 9 in 10 teachers receiving one of the top two ratings by 2016-17 — related
• Most school leaders received scores in the top two performance categories on FFL-measured practices — related
• Missed observations left 24 percent of non-tenured teachers without a REACH rating, concentrated in a smaller number of schools undergoing organizational change — related