Teacher effects account for about one-fifth of within-student variation in course grades but average out of GPAs¶
Claim · All claims
Evidence · 1 study · associationalr3·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? Accounting for teacher effects decreases within-student grade variance from 0.87 to 0.70, while leaving between-student GPA variance nearly unchanged (0.95 versus 0.96). → Elaine M. Allensworth and Stuart Luppescu 2016
Evidence¶
Elaine M. Allensworth and Stuart Luppescu 2016¶
Elaine M. Allensworth and Stuart Luppescu. (2016). Why do students get good grades, or bad ones? The influence of the teacher, class, school, and student. University of Chicago Consortium on School Research working paper. https://consortium.uchicago.edu
q3 · i? · associational · r3
Cross-classified model 2a on the full CPS grade dataset shows teacher random main effects reduce within-student variance from 0.87 to 0.70, so "teacher effects account for about one-fifth of the within-student variation in grades"; the student variance component was almost unchanged (0.95 versus 0.96).
"Accounting for teacher effects decreases the within-student variance from 0.87 to 0.70. Thus, teacher effects account for about one-fifth of the within-student variation in grades"
Discussion¶
Related Claims¶
- School-level differences in grades are small and largely explained by attendance and course characteristics — related
- Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes — related
- Differences in grading practices across teachers and schools are small relative to students' actual academic preparation, and GPAs average out those differences — a broader claim this one bears on
- Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-effects-one-fifth-within-student-variance |
title |
Teacher effects account for about one-fifth of within-student variation in course grades but average out of GPAs |
description |
Teacher effects account for about one-fifth of within-student variation in course grades but average out of GPAs |
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 — elaine-m-allensworth-and-stuart-luppescu-2016 |
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