Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. Working Paper 171

Autor/inn/en	Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. Working Paper 171
Quelle	(2016), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Competencies; Longitudinal Studies; Public Schools; Educational History; Disadvantaged Youth; At Risk Students; Socioeconomic Influences; Public School Teachers; Teacher Qualifications; Achievement Gap; Racial Differences; Ethnic Groups; Correlation; Statistical Analysis; School Districts; School Segregation; Databases; Geographic Location; Teacher Effectiveness; Scores; Standardized Tests; Value Added Models; North Carolina; Washington + Suchen Sie Ihr Suchwort? Lehrkunst; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Benachteiligter Jugendlicher; Sozioökonomischer Faktor; Lehrqualifikation; Rassenunterschied; Ethnie; Korrelation; Statistische Analyse; School district; Schulbezirk; Datenbank; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standadised tests; Standardisierter Test
Abstract	There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state and for all measures we consider of student disadvantage and teacher quality. But there is variation in the magnitudes and sources of TQGs over time, between the two states, and depending on the measure of student disadvantage and teacher quality. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01