Claims

Lower measurement error rates can be achieved when schools, rather than individual teachers, are the performance unit

Claim · All claims
Evidence · 1 study · theoretical r? · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

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? Using schools as the performance unit yields lower error rates than using individual teachers. → Peter Z. Schochet 2010

Evidence

Peter Z. Schochet 2010

Peter Z. Schochet, Hanley S. Chiang. (2010). Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/

q2 · i? · theoretical · r?

Simulation comparison of error rates when the performance unit is the school versus the individual teacher, using value-added models on student test score gain data. The abstract reports that "lower error rates can be achieved if schools are the performance unit."

"Lower error rates can be achieved if schools are the performance unit."

Discussion

Page metadata
Field Value
type claim
id school-as-performance-unit-lower-error-rates
title Lower measurement error rates can be achieved when schools, rather than individual teachers, are the performance unit
description Lower measurement error rates can be achieved when schools, rather than individual teachers, are the performance unit
status review
evidence_strength moderate
newest_evidence 2010
generated by process:wiki-ingest on 2026-10-08
trust unverified — no one has confirmed this page's content
sources 1 — peter-z-schochet-2010

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