In a previous post, I discussed simple data from the District of Columbia Public Schools (DCPS) on teacher turnover in high- versus lower-poverty schools. In that same report, which was issued by the D.C. Auditor and included, among other things, descriptive analyses by the excellent researchers from Mathematica, there is another very interesting table showing the evaluation ratings of DC teachers in 2010-11 by school poverty (and, indeed, DC officials deserve credit for making these kinds of data available to the public, as this is not the case in many other states).
DCPS’ well-known evaluation system (called IMPACT) varies between teachers in tested versus non-tested grades, but the final ratings are a weighted average of several components, including: the teaching and learning framework (classroom observations); commitment to the school community (attendance at meetings, mentoring, PD, etc.); schoolwide value-added; teacher-assessed student achievement data (local assessments); core professionalism (absences, etc.); and individual value-added (tested teachers only).
The table I want to discuss is on page 43 of the Auditor’s report, and it shows average IMPACT scores for each component and overall for teachers in high-poverty schools (80-100 percent free/reduced-price lunch), medium poverty schools (60-80 percent) and low-poverty schools (less than 60 percent). It is pasted below.