Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence from Los Angeles

Autor/inn/en	Lai, Ijun; Wood, W. Jesse; Imberman, Scott A.; Jones, Nathan D.; Strunk, Katharine O.
Titel	Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence from Los Angeles
Quelle	In: Educational Researcher, 50 (2021) 2, S.74-85 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Ijun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20955170
Schlagwörter	Teacher Effectiveness; Teacher Characteristics; Teacher Evaluation; Regular and Special Education Relationship; Beginning Teachers; Students with Disabilities; Student Experience; Socioeconomic Status; Poverty; Disadvantaged Schools; Public Schools; Urban Schools; Equal Education; Teacher Distribution; Kindergarten; Elementary School Students; Middle School Students; California (Los Angeles) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Junior teacher; Junglehrer; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Studienerfahrung; Socio-economic status; Sozioökonomischer Status; Armut; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantage rates. We leverage several different indicators of teacher effectiveness for general education teachers who instruct both SWDs and non-SWDs. We find that SWDs are significantly more likely to have teachers with lower math value-added (-0.024 standard deviations) than their non-SWD peers, and we find emerging gaps in teacher evaluation scores and exposure to novice teachers. In general, these gaps do not vary by school-level disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01