A majority of teachers believed REACH relied too heavily on standardized tests, with special education teachers especially critical¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
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.
q2 i? 57 percent of teachers believed or strongly believed REACH relies too heavily on standardized tests; special education teachers found the assessments inappropriate for their students. → Susan E. Sporte 2013
Evidence¶
Susan E. Sporte 2013¶
Susan E. Sporte, W. David Stevens, Kaleen Healey, Jennie Jiang, and Holly Hart. (2013). Teacher Evaluation in Practice: Implementing Chicago's REACH Students. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/teacher-evaluation-practice-implementing-chicagos-reach-students
q2 · i? · associational · r2
Winter 2013 teacher survey (n=731 for this item). In open-ended responses, nearly one-third of 552 respondents named the student growth component as most problematic. Special education teachers called grade-level Performance Tasks "nearly impossible" for students years behind grade level.
"On our survey, 57 percent of teachers said that they believe or strongly believe that the REACH system relies too heavily on standardized tests"
Discussion¶
Related Claims¶
- Most teachers believe their REACH evaluation relies too heavily on student growth and question the fairness of the growth assessments — related
- Teachers view classroom observations as a fair way to evaluate their performance but largely reject student growth measures as unfair — related
- Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teachers-hesitant-student-growth-evaluation |
title |
A majority of teachers believed REACH relied too heavily on standardized tests, with special education teachers especially critical |
description |
A majority of teachers believed REACH relied too heavily on standardized tests, with special education teachers especially critical |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — susan-e-sporte-2013 |
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