No Sh_T Sherlock, Another Study Finds That Just Because Your Students Do Well At Advantaged School Doesn’t Mean You’ll Have The Same Success At A Low-Income One

“Ah, this recent study brought back memories of a Sacramento Bee editorial that suggested that since the one district high school that required high-grades and test-scores to enter had high achievement measurements, then those educators could show the rest of us what we were doing wrong (I previously wrote about that at New Study Reaffirms What Most Teachers Know – Student Test Scores Don’t Provide Accurate Assessment Of Schools ). This recent study, Evidence from the Random Assignment of Transfer Incentives , found that teachers who received a $20,000 bonus to transfer from high-achieving schools to lower-achieving ones weren’t really able to get the same results from their students. Huh. Who would have thought? I’m adding this info to The Best Places To Learn What Impact A Teacher (& Outside Factors) Have On Student Achievement . Addendum: Matt Barnum has written a good summary of the study . And here’s a good summary of the study: Great practitioner-facing summary of our new paper by Rachel Schechter and its implications for: ➡️teacher hiring ➡️teacher induction ➡️teacher coaching ➡️principal leadership gamma.app/docs/Is-Teac… [image or embed] — Matthew A Kraft ( @matthewakraft.com ) February 19, 2026 at 5:25 AM The 74 also has a summary: Why Even Top Teachers May Struggle in Low-Performing Schools And the study’s authors have also compiled a summary . Amber Northern provides a great summary of our new WP on the portability of teacher effectiveness across different school contexts in her @educationgadfly Research Minute. Give it a listen! https://t.co/Ba3X0KSEQg — Matthew A. Kraft (@MatthewAKraft) March 12, 2026

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