High- and low-income students have similar chances of being taught by the most effective and the least effective teachers¶
Claim · All claims
Evidence · 1 study · associationalr?·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¶
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.
q3 i? Across 26 study districts, high- and low-income students had similar chances of being taught by the most effective teachers and the least effective teachers. → Eric Isenberg 2016
q3 i? High- and low-income students have similar chances of being taught by the most effective teachers and the least effective teachers. → Eric Isenberg 2016
Evidence¶
Eric Isenberg 2016¶
Eric Isenberg, Jeffrey Max, Philip Gleason, Matthew Johnson, Jonah Deutsch, Michael Hansen. (2016). Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts (Executive Summary). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/
q3 · i? · associational · r?
Key finding of the 26-district study of fourth- to eighth-grade teachers over five school years (2008-2009 to 2012-2013), reported as "similar chances of being taught by the most effective teachers and the least effective teachers" for both income groups.
"High- and low-income students have similar chances of being taught by the most effective teachers and the least effective teachers."
Discussion¶
Learner Variables¶
- Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- A small subset of study districts shows meaningful inequity in low-income students' access to effective math teachers — related
- Average differences in teacher effectiveness for high- and low-income students are small in the average study district — related
- Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income — related
- Teacher hiring and transfer patterns are consistent with small effectiveness differences, while attrition does not contribute to inequitable access — related
- Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
similar-access-most-least-effective-teachers |
aliases |
similar-access-most-least-effective-teachers-income |
title |
High- and low-income students have similar chances of being taught by the most effective and the least effective teachers |
description |
High- and low-income students have similar chances of being taught by the most effective and the least effective teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.