Reconciling Different Estimates of Teacher Quality Gaps Based on Value Added. CEDR Policy Brief. PB #2016-9

Autor/inn/en	Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy
Institution	Center for Education Data & Research (CEDR)
Titel	Reconciling Different Estimates of Teacher Quality Gaps Based on Value Added. CEDR Policy Brief. PB #2016-9
Quelle	(2016), (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Value Added Models; Evidence; Disadvantaged Youth; Teacher Effectiveness; Achievement Gap; Bayesian Statistics; Performance Factors; School Districts; Geographic Distribution; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Evidenz; Benachteiligter Jugendlicher; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leistungsindikator; School district; Schulbezirk
Abstract	This policy brief reviews evidence about the extent to which disadvantaged students are taught by teachers with lower value-added estimates of performance, and seeks to reconcile differences in findings from different studies. We demonstrate that much of the inequity in teacher value added in Washington state is due to differences across different districts, so studies that only investigate inequities within districts likely understate the overall inequity in the distribution of teacher effectiveness because they miss one of the primary sources of this inequity. (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	2022/4/11