Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. CEDR Working Paper. WP #2016-8

Autor/inn/en	Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy
Institution	Center for Education Data & Research (CEDR)
Titel	Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. CEDR Working Paper. WP #2016-8
Quelle	(2016), (57 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Quality; Teacher Competencies; Public Schools; Disadvantaged Youth; Socioeconomic Influences; Longitudinal Studies; Student Records; Geographic Location; Racial Differences; Academic Achievement; Elementary Secondary Education; Achievement Gap; African American Students; White Students; Racial Segregation; Teacher Characteristics; Correlation; School Districts; Statistical Analysis; North Carolina; Washington + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lehrkunst; Public school; Öffentliche Schule; Benachteiligter Jugendlicher; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerakte; Rassenunterschied; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassentrennung; Korrelation; School district; Schulbezirk; Statistische Analyse
Abstract	There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state and for all measures we consider of student disadvantage and teacher quality. But there is variation in the magnitudes and sources of TQGs over time, between the two states, and depending on the measure of student disadvantage and teacher quality. (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	2020/1/01