Published Online in: Educational Evaluation and Policy Analysis December 10, 2020
Matthew P. Steinberg,听George Mason University Lauren Sartain,听University of North Carolina at Chapel Hill Racial gaps in teacher performance ratings have emerged nationwide across newly implemented educator evaluation systems. Using Chicago Public Schools data, we quantify the magnitude of the race gap in teachers鈥� classroom observation scores, examine its determinants, and describe the potential implications for teacher diversity. Between-school differences explain most of the race gap and within-school classroom-level differences鈥攑overty, incoming achievement, and prior-year misconduct of a teacher鈥檚 students鈥攅xplain the remainder of the race gap. Teachers鈥� value-added scores explain none of the race gap. Leveraging within-teacher variation in the teacher鈥揺valuator race match, we find that racial mismatch does not influence observation scores. Adjusting observation scores for classroom and school context will generate more equitable ratings of teacher performance and mitigate potential adverse consequences for teacher diversity.
Read the聽.听
Read the press release:听"Study: Teacher Performance Measures May Penalize Black Educators."听 the authors discuss study findings and implications. Study citation: Steinberg, M. P., & Sartain, L. (2020). What explains the race gap in teacher performance ratings? Evidence from Chicago Public Schools. Educational Evaluation and Policy Analysis. Prepublished December 10, 2020.听
WBEZ Chicago, January 12, 2025
Education Week, December 14, 2020 Education Dive, December 10, 2020 Chicago Chalkbeat, December 10, 2020
as study authors Matthew P. Steinberg (George Mason University) and Lauren Sartain (University of North Carolina at Chapel Hill) discuss the significance of their recent study published in Educational Evaluation and Policy Analysis.