Uneven Playing Field? Assessing the Inequity of Teacher Characteristics and Measured Performance across Students. CEDR Working Paper. WP #2014-4

Autor/inn/en	Goldhaber, Dan; Lavery, Lesley; Theobald, Roddy
Institution	Center for Education Data & Research (CEDR)
Titel	Uneven Playing Field? Assessing the Inequity of Teacher Characteristics and Measured Performance across Students. CEDR Working Paper. WP #2014-4
Quelle	(2014), (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Characteristics; Performance Based Assessment; Achievement Gap; Advantaged; Disadvantaged; Teacher Effectiveness; Disproportionate Representation; Input Output Analysis; Educational Indicators; Elementary Secondary Education; Teaching Experience; Licensing Examinations (Professions); Scores; Achievement Gains; Lunch Programs; Minority Group Students; Low Achievement; Teacher Qualifications; Case Records; Data Analysis; Statistical Data; Student Characteristics; Credentials; Novices; Teacher Placement; Resource Allocation; Washington + Suchen Sie Ihr Suchwort? Leistungsermittlung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Educational indicato; Bildungsindikator; Achievement gain; Leistungssteigerung; Mittagessen; Unterdurchschnittliche Leistung; Lehrqualifikation; Case reports; Fallsammlung; Auswertung; Studienbuch; Ressourcenallokation
Abstract	Policymakers aiming to close the well-documented achievement gap between advantaged and disadvantaged students have increasingly turned their attention to issues of teacher quality. A number of studies have demonstrated that teachers are inequitably distributed across student subgroups by input measures like experience and qualifications, as well as output measures like value added estimates of teacher performance, but these tend to focus on either individual measures of teacher quality or particular school districts. In this study, we present a comprehensive, descriptive analysis of the inequitable distribution of both input and output measures of teacher quality across various indicators of student disadvantage across all school districts in Washington State. We demonstrate that in elementary, middle school, and high school classrooms, virtually every measure of teacher quality we examine--experience, licensure exam scores, and value-added--is inequitably distributed across every indicator of student disadvantage--free/reduced lunch status, underrepresented minority, and low prior academic performance. Finally, we decompose these inequities to the district, school, and classroom level, and find that patterns in teacher sorting at all three levels contribute to the overall teacher quality gaps. A bibliography is included. (As Provided).
Anmerkungen	Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01