Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010

Autor/inn/en	Max, Jeffrey; Glazerman, Steven
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010
Quelle	(2014), (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged Youth; Instructional Effectiveness; Educational Quality; Achievement Gap; Reading Instruction; Mathematics Instruction; Access to Education; School Districts; Federal Legislation; Educational Legislation; Minority Group Students; Teacher Competencies; Poverty; Language Arts; Mathematics Teachers; English Teachers; Middle School Teachers; Elementary School Teachers; Socioeconomic Influences; Equal Education + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Unterrichtserfolg; Quality of education; Bildungsqualität; Leseunterricht; Mathematics lessons; Mathematikunterricht; Education; Access; Bildung; Zugang; Bildungszugang; School district; Schulbezirk; Bundesrecht; Bildungsrecht; Schulgesetz; Lehrkunst; Armut; Sprachkultur; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule; Sozioökonomischer Faktor
Abstract	Lack of researcher consensus on how to measure disadvantaged students' access to effective teaching has made it challenging for practitioners to draw lessons from the data. This brief aims to help policymakers understand the emerging evidence by synthesizing findings from three peer-reviewed studies that collectively span 17 states. The studies provide two lessons: (1) on average, disadvantaged students received less effective teaching than other students, equivalent to about four weeks of learning for reading and two weeks for math, or about 2 to 4 percent of the student achievement gap between these groups; and (2) access to effective teaching for disadvantaged students varied across districts, with a statistically significant difference between more and less disadvantaged students' access in some districts and no statistically significant difference in access in others. (Contains 11 endnotes, 1 table, and 4 figures.) [For the technical appendix, see ED544676.] (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10