Differences in evaluation scores between high- and low-poverty schools persist after controlling for teacher experience and credentials¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
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¶

q3 i? Teacher experience and credentials do not explain the distribution of teacher observation and value-added scores among schools. → Jiang 2016

Evidence¶

Jiang 2016¶

Jiang, J. Y., & Sporte, S. E. (2016). Teacher Evaluation in Chicago: Differences in Observation and Value-Added Scores by Teacher, Student, and School Characteristics. UChicago Consortium on School Research. https://eric.ed.gov/?id=ED562786

q3 · i? · associational · r3

Analysis controlling for teacher characteristics including experience, advanced degrees, National Board Certification, and gender, comparing average scores across school poverty quintiles. Background characteristics account for "only a small amount of the difference in both value-added or observation scores."

"our findings in Table 1 show that teacher experience and credentials do not explain the distribution of teacher observation and value-added scores among schools, as background characteristics account for only a small amount of the difference in both value-added or observation scores."

Discussion¶

Related Claims¶

• Teacher experience and credentials relate to evaluation scores, with credential differences appearing only on observations — related
• Minority teachers' lower observation scores are largely attributable to school characteristics, and no race/ethnicity differences appear on value-added scores — related
• Low observation scores are even more concentrated in high-poverty schools than low value-added scores — related
• Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — related
• Teachers with the lowest value-added scores are overrepresented in Chicago's highest-poverty schools — related
• Top-scoring teachers in highest-poverty schools have higher value-added scores than their counterparts in lower-poverty schools — related
• Heavy weighting of achievement data in U.S. school evaluation clouds how much learning is actually occurring, particularly in high-poverty communities — related
• Observation scores have a stronger relationship with school characteristics such as poverty than value-added scores — related
• Teachers in schools with better organizational and learning climates have higher value-added and observation scores, even compared with schools serving similar students — related