A Classroom Observer Like Me: The Effects of Race-Congruence and Gender-Congruence between Teachers and Raters on Observation Scores

Olivia, Laura

doi:10.1162/edfp_a_00367

Cited by 6 publications

(3 citation statements)

References 26 publications

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“…Perhaps due to differences in setting and modeling approaches, we reach different conclusions about the nature of observation score gaps than these prior studies. Finally, Chi (2021) examines high-stakes teacher observations from a large school district in North Carolina, finding evidence of positive teacher-rater match effects for race and gender. While our race-match estimate is nearly identical in magnitude, we do not find evidence of a gender match effect.…”

Section: Introductionmentioning

confidence: 99%

Potential Race and Gender Biases in High‐Stakes Teacher Observations

Grissom¹,

Bartanen²

2021

J Policy Anal Manage

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Classroom observations are the largest component of evaluation ratings given to teachers in the multiple‐measure evaluation systems states have implemented in the last decade. Using data from the first eight years of Tennessee's teacher evaluation system, we document race and gender gaps in observation ratings and ask whether these gaps reflect true differences in instructional effectiveness. White and female teachers receive, on average, 0.15 standard deviations (SD) and 0.30 SD higher observation ratings than their Black and male colleagues. Gaps persist even conditional on other measures of teachers’ effectiveness, such as value‐added to student test scores or student attendance, consistent with potential bias. The Black–White gap is largest in schools where Black teachers are racially isolated and is partly explained by Black teachers’ propensity to be assigned less advantaged students within their schools. Teachers receive somewhat higher ratings from raters of the same race. We find no same‐gender rater effects and, beyond score differences associated with grade and subject taught, uncover few explanations for the large advantage women see in observation ratings. Our results suggest the need for steps to address bias in evaluation processes to ensure the accuracy of evaluation feedback and fair, equitable treatment of teachers in evaluation and staffing actions that rely on it.

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Section: Introductionmentioning

confidence: 99%

Potential Race and Gender Biases in High‐Stakes Teacher Observations

Grissom¹,

Bartanen²

2021

J Policy Anal Manage

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“…For example, it is reasonable to believe that most teachers do not enter the profession with plans to leave before retirement. However, researchers point to several racialized inequities affecting many teachers of color (e.g., biases in teacher evaluations; anti-Black racial microaggressions; racialized school climates) that may directly or indirectly push them out of the profession before they are ready (Chi, 2021; Grooms et al, 2021). In other words, we are cautiously optimistic about SETOC intent to stay because of the range of complex structural and systemic racial challenges that can interfere with their goals to stay in the profession.…”

Section: Discussionmentioning

confidence: 99%

Special Education Teachers of Color Retention Decisions: Findings From a National Study

Scott

Bell

Dayton

et al. 2022

Exceptional Children

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Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special education teachers (SETs) of color and White SETs. We sampled 778 SETs and found SETs of color reported higher rates of intent to remain in the profession than White SETs. SETs of color in urban schools also rated supports higher than White SETs, based on school geographical location, suggesting higher retention of SETs of color in urban schools. We offer implications for ensuring SETs of color are reflected in research, and policy and practice recommendations to move the discussion of race and teacher shortage forward in the field.

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“…The findings are significant as many reports indicate the complexity and burden of racial inequities within systems that can ultimately force teachers of color out of the profession or leave them teaching while carrying the substantial psychological burdens of racial battle fatigue (Chi, 2021; Grooms et al, 2021; Kulkarni et al, 2022; Pizarro & Kohli, 2020). These individual and system-level racialized burdens, leading to burnout for these teachers, are troubling and ultimately have implications for creating services and supports that are a strong ecological fit for students of color.…”

Section: Experiences Of Racialized Working Conditions Among Teachers ...mentioning

confidence: 97%

Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research

Scott

Bettini

Brunsting

2023

Journal of Emotional and Behavioral Disorders

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This article is in direct response to Garwood’s call to action about burnout and the special education teacher workforce. While Garwood’s call to action is critically needed, we contend that the call is incomplete as it lacks emphasis on factors linking sociocultural identity and burnout. Therefore, in this article, we discuss the significance of elevating sociocultural identity, specifically race and ethnicity, into research about special education teacher burnout. We argue that any research on special education teacher burnout that does not include race and ethnicity is overlooking the racialization of special education teachers’ working conditions, and ultimately is incapable of addressing one of the most pressing issues in the special education field—retaining teachers of color. Recommendations for researchers to address sociocultural identities (i.e., race and ethnicity) in their research, specifically about special education teachers of color teaching students with emotional and behavioral disorders, are addressed.

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A Classroom Observer Like Me: The Effects of Race-Congruence and Gender-Congruence between Teachers and Raters on Observation Scores

Cited by 6 publications

References 26 publications

Potential Race and Gender Biases in High‐Stakes Teacher Observations

Potential Race and Gender Biases in High‐Stakes Teacher Observations

Special Education Teachers of Color Retention Decisions: Findings From a National Study

Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research

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