The teaching-effectiveness disparity represents a small share of the overall achievement gap for disadvantaged students¶
Claim · All claims
Evidence · 1 study · reviewr?·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: 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? Study authors estimate differences in teaching effectiveness for one year represent 4 percent of the existing gap in reading and 2 to 3 percent in math. → Jeffrey Max 2014
q1 i? Study authors estimate that differences in teaching effectiveness for one year represent 4 percent of the existing gap in reading and 2 to 3 percent in math. → Jeffrey Max 2014
Evidence¶
Jeffrey Max 2014¶
Jeffrey Max, Steven Glazerman. (2014). Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Technical Appendix). Washington, DC: Institute of Education Sciences. https://www.mathematica.org/publications/tech-appen-do-disadvantaged-students-get-less-effective-teaching-key-findings-from-recent
q3 · i? · review · r?
The brief's authors estimate one-year teaching-effectiveness differences represent "4 percent of the existing gap in reading and 2 to 3 percent in math," against overall gaps of about 24 months in reading and 18 months in math.
"Study authors estimate differences in teaching effectiveness for one year represent 4 percent of the existing gap in reading and 2 to 3 percent in math."
Discussion¶
Related Claims¶
- The average teaching-effectiveness disparity for disadvantaged students equals about four weeks of learning in reading and two weeks in math — related
- Disparities in access to effective teaching between disadvantaged and non-disadvantaged students varied widely across the 29 districts studied — related
- Missouri's Teacher Career Ladder program has at most a very small positive effect on student test scores — related
- Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teaching-effectiveness-disparity-small-share-of-achievement-gap |
aliases |
teaching-disparity-share-of-achievement-gap |
title |
The teaching-effectiveness disparity represents a small share of the overall achievement gap for disadvantaged students |
description |
The teaching-effectiveness disparity represents a small share of the overall achievement gap for disadvantaged students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jeffrey-max-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.