Minority teachers' lower observation scores are largely attributable to school characteristics, and no race/ethnicity differences appear on value-added scores¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly

Subclaims¶

q2 i? African American, Latino, and other minority teachers average lower observation scores than white teachers, but for African American teachers most of this difference appears due to the relationship between observation scores and school characteristics such as school-level poverty. → 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 · r2

The REACH data analysis finds average observation-score differences by race/ethnicity. For African American teachers, "who are overrepresented in the highest-poverty schools, most of this difference seems to be due to the relationship between observation scores and school characteristics."

"on average, African American, Latino, and other minority (i.e. Asian, Hawaiian/Pacific Islander, Native American, and multi-racial), teachers’ observation scores are lower than white teachers’ observation scores"

Jennie Y. Jiang 2016 (2)¶

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 · r2

Value-added scores showed no significant differences by teacher race/ethnicity on either reading or math. Equivalence beyond the non-significant tests was not reported; no effect size printed.

"There were no significant differences by teacher race/ethnicity on either reading or math value-added scores."

Discussion¶

Related Claims¶

• Teacher experience and credentials relate to evaluation scores, with credential differences appearing only on observations — related
• Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — related
• Male teachers score lower than female teachers on both observation and value-added measures — related
• Minority teachers have lower observation scores than white teachers but no significant differences on value added — possibly the same claim (merge candidate)
• 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
• Teachers who were White, female, or had five or more years of experience scored about 14 percentage points higher; emergency-certified teachers scored 14 points lower — related
• Racial disparities in TPA pass rates appear in low-performing programs but not in programs with passing rates above 90% — related
• Most variation in teacher evaluation scores is within schools rather than between schools — related