However, most districts are using value - added to
rank teachers across the district, and in districts that reflect neighborhood residential segregation, value - added rankings will compare teachers who teach very different types of students.
Not exact matches
Regarding their second point of investigation, they found «stark differences in instructional practices
across districts among
teachers who received similar within -
district value - added
rankings» (p. 324).
The so - called «Mangan Report,» presented to Illinois Vision 20/20, stated that «Illinois
ranks second to last in the nation for state share of public school budget revenue; as a result, significant discrepancies
across the state's nearly 900 school
districts exist in terms of
teacher quality, building infrastructure, and educational materials, such as technology.»
They report that «one study found that
across five large urban
districts, among
teachers who were
ranked in the top 20 % of effectiveness in the first year, fewer than a third were in that top group the next year, and another third moved all the way down to the bottom 40 %.