Do Low-Income Students Have Equal Access to Effective Teachers?

Autor/inn/en	Isenberg, Eric; Max, Jeffrey; Gleason, Philip; Deutsch, Jonah
Titel	Do Low-Income Students Have Equal Access to Effective Teachers?
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 2, S.234-256 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Isenberg, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211040511
Schlagwörter	Low Income Students; Teacher Effectiveness; Value Added Models; Language Arts; Mathematics; Minority Group Students; African American Students; Hispanic American Students; White Students; Racial Differences; Ethnicity; Achievement Gap; Mathematics Teachers; English Teachers; Equal Education; Educational Quality; Socioeconomic Status; Beginning Teachers; Poverty; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 3 + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sprachkultur; Mathematik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Ethnizität; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Quality of education; Bildungsqualität; Socio-economic status; Sozioökonomischer Status; Junior teacher; Junglehrer; Armut; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01