Teachers in schools with better organizational and learning climates have higher value-added and observation scores, even compared with schools serving similar students¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? Value-added and observation scores are higher in schools with better organizational and learning climates, and these differences remain significant when comparing schools with similar student characteristics including poverty level. → Jennie Y. Jiang 2016

Evidence¶

Jennie Y. Jiang 2016¶

Jennie Y. Jiang, Susan E. Sporte. (2016). Teachers with lowest evaluation scores are overrepresented in high-poverty schools. University of Chicago Consortium on School Research. http://consortium.uchicago.edu/page/teacher-evaluation

q2 · i? · associational · r?

Observational finding from the REACH Students report: "teachers in schools with better organizational and learning climates tend to have higher value-added and observation scores," holding when comparing demographically similar schools. The release prints no effect size.

"The report also finds teachers in schools with better organizational and learning climates tend to have higher value-added and observation scores, and these differences remain significant when comparing schools with similar student characteristics, including poverty level."

Discussion¶

Related Claims¶

• A more positive school climate is related to improved academic achievement beyond socioeconomic status — the general claim this finding bears on, with the studies behind it
• Schools with higher suspension rates have worse climates for learning, even compared to schools serving similar student populations — related
• Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — related
• Insight survey domain averages are more stable across years when a school keeps the same leader, suggesting principals affect these measures — related
• FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant — related
• Schools serving highly disadvantaged students with strong organizational supports improve learning and retain teachers as well as more advantaged schools — related
• Observation scores have a stronger relationship with school characteristics such as poverty than value-added scores — related
• Observation scores have a stronger relationship with school poverty than value-added scores — related
• Differences in evaluation scores between high- and low-poverty schools persist after controlling for teacher experience and credentials — related
• In CPS, student teachers were disproportionately placed in North Side schools and in more socioeconomically advantaged schools with stronger organizational ratings — related