Teachers with the same observation scores can have very different value-added scores, with considerable overlap across observation-score quintiles¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2017: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Average value-added rises across observation-score quintiles, but 11 percent of teachers in the top observation quintile scored in the bottom value-added quintile. → Jennie Y. Jiang 2014
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
Boxplot analysis (Figure 7) of individual value-added by observation-score quintile shows average value-added rises with each quintile but with "considerable overlap between the value-added scores of teachers in different categories."
"Looking more closely at those teachers in the top quintile on observation scores, we find 11 percent scored in the bottom quintile on value-added. If the correlation were stronger, there would be less overlap."
Discussion¶
Related Claims¶
- Up to 26% of teachers in the bottom value-added quintile under one specification are ranked higher under another specification — related
- Teacher value-added estimates are highly correlated across model specifications that differ in student and peer control variables — 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
- Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — related
- Data literacy and assessment literacy show complex interactions with considerable overlap and potential for differing knowledge and skills — related
- Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools — related
- The most extreme district disparity: District A's high-poverty middle schools had about 1 in 20 highest-performing math teachers versus about 12 in 20 in the lowest-poverty quintile — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reach-va-overlap-across-observation-quintiles |
title |
Teachers with the same observation scores can have very different value-added scores, with considerable overlap across observation-score quintiles |
description |
Teachers with the same observation scores can have very different value-added scores, with considerable overlap across observation-score quintiles |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
recheck_by |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jennie-y-jiang-2014 |
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