REACH evaluation ratings rose over time, with nearly 9 in 10 teachers receiving one of the top two ratings by 2016-17¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: local conditions change quickly

Subclaims¶

q2 i? The share of teachers receiving the highest rating grew from 26 percent in 2014-15 to 40 percent in 2016-17, and nearly 9 in 10 teachers received one of the top two ratings in 2016-17. → Sartain 2020

Evidence¶

Sartain 2020¶

Sartain, L., Zou, A., Gutiérrez, V., Shyjka, A., Hinton, E., Brown, E.R., & Easton, J.Q. (2020). Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu

q2 · i? · associational · r?

Administrative ratings data across REACH implementation years. The release reports that "REACH evaluation ratings in CPS increased over time," with the highest-rating share rising from 26 percent to 40 percent, and nearly 9 in 10 teachers in the top two ratings in 2016-17.

"REACH evaluation ratings in CPS increased over time. In 2014-15, 26 percent of teachers received the highest rating, compared to 40 percent in 2016-17."

Discussion¶

Related Claims¶

• Lower REACH ratings predicted teacher exit: more than half of unsatisfactory-rated teachers left CPS and low-VAM teachers moved out of tested grades/subjects — related
• Under REACH fewer teachers received ratings in the top two categories than under the prior checklist system — reports the opposite
• Fewer non-tenured teachers were rated in the top two categories under REACH (58%) than under the previous checklist system (87%) — related
• The Danielson Framework identified far more teachers as low-performing than the prior CPS checklist (8 percent vs 0.3 percent) — 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
• Performance tasks did little to differentiate teachers, with most receiving high scores and over a third receiving default scores due to missing data — related
• Human-resource roadblocks rose sharply from 2009 to 2017: difficulty removing poor teachers increased from 39 to 48 percent, and concern over recruiting and hiring the right teachers nearly quadrupled from 12 to 44 percent — related