Top-scoring teachers in highest-poverty schools have higher value-added scores than their counterparts in lower-poverty schools¶

Claim · All claims
Evidence · 1 study · associational r3 · 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¶

q3 i? On both reading and math value added, the top-scoring teachers in highest-poverty schools outscore their counterparts in lower-poverty schools, reversing the average gap. → Jiang 2016

Evidence¶

Jiang 2016¶

Jiang, J. Y., & Sporte, S. E. (2016). Teacher Evaluation in Chicago: Differences in Observation and Value-Added Scores by Teacher, Student, and School Characteristics. UChicago Consortium on School Research. https://eric.ed.gov/?id=ED562786

q3 · i? · associational · r3

Descriptive analysis of value-added score distributions within higher- and lower-poverty schools (Figure 2). The gap between schools narrows, closes, and reverses moving up the value-added distribution; average differences are driven by lower scores of teachers at the bottom of the distribution.

"On both reading and math value added, the top-scoring teachers in highest-poverty schools have higher scores than their counterparts in lower-poverty schools."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — reports the opposite
• Teachers with the lowest value-added scores are overrepresented in Chicago's highest-poverty schools — reports the opposite
• Differences in evaluation scores between high- and low-poverty schools persist after controlling for teacher experience and credentials — related
• Observation scores have a stronger relationship with school poverty than value-added scores — related