How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps across Two States. Working Paper No. 209-1118-1

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	How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps across Two States. Working Paper No. 209-1118-1
Quelle	(2018), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Persistence; Labor Turnover; Faculty Mobility; Teacher Selection; Teacher Competencies; Disadvantaged Schools; Minority Group Students; Poverty; Low Income Students; Teaching Experience; Teacher Certification; Value Added Models; Student Characteristics; Disadvantaged Youth; School Districts; Licensing Examinations (Professions); Scores; North Carolina; Washington + Suchen Sie Ihr Suchwort? Lehrkunst; Armut; Benachteiligter Jugendlicher; School district; Schulbezirk
Abstract	We use longitudinal data from North Carolina and Washington to study the extent to which four processes--teacher attrition from each state workforce, teacher mobility within districts, teacher mobility across districts, and teacher hiring--contribute to "teacher quality gaps" (TQGs) between advantaged and disadvantaged schools. We first replicate prior findings documenting inequities in each of these processes using different measures of student disadvantage (race and poverty) and teacher quality (experience, licensure test scores, and value added) and then develop and implement a simulation to assess the extent to which each process contributes to observed TQGs in each state. We find that all four processes contribute to TQGs but also document considerable heterogeneity in the extent to which each process contributes to the different TQG measures. For example, patterns in teacher attrition and mobility contribute more to TQGs measured by teacher experience, while patterns in teacher hiring explain the majority of TQGs measured by teacher licensure test scores and value added. (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: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01