Exploring Race and Gender Gaps in Classroom Observation Scores in Tennessee

This brief analyzes patterns in classroom observation scores teachers in Tennessee receive along racial and gender lines.

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Published: 
December 2021

Authors: 
Jason A. Grissom
Brendan Bartanen
Ashton Toone

Key Findings

  • Black teachers and male teachers in Tennessee consistently receive lower classroom observation scores than their White and female peers each year, across every observation system (e.g. COACH, TEAM), and at every school level.
  • Black teachers and male teachers receive systematically lower observation scores than their White and female peers even when they have similar qualifications and their students achieve similar test scores and other outcomes.
  • While we have few clues as to what could be driving the gender gap in observation scores, the magnitude of the race gap is influenced by several factors. These include the racial composition of the school's faculty, the differing characteristics of students who are assigned to Black and White teachers, and the race of the teacher's observer. 

Suggested Citation

Grissom, J. A., Bartanen, B., & Toone, A. (2021). Exploring race and gender gaps in classroom observation scores in Tennessee. Tennessee Education Research Alliance.


Jason A. Grissom

Jason A. Grissom

Dr. Grissom is Patricia and Rodes Hart Professor of Public Policy and Education at Vanderbilt University's Peabody College and faculty director of the Tennessee Education Research Alliance

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Brendan Bartanen

Brendan Bartanen

Dr. Bartanen is an assistant professor in the department of Education Leadership, Foundations, and Policy at the University of Virginia

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Ashton Toone

Ashton Toone

Ashton Toone is a Research Analyst at Shelby County Schools in Tennessee.