Literaturnachweis - Detailanzeige
| Autor/inn/en | Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy |
|---|---|
| Titel | Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools |
| Quelle | In: American Educational Research Journal, 55 (2018) 1, S.171-201 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-8312 |
| DOI | 10.3102/0002831217733445 |
| Schlagwörter | Teacher Qualifications; Teacher Effectiveness; Educational History; Educational Change; Educational Policy; Elementary Secondary Education; School Statistics; Comparative Analysis; Geographic Distribution; Disadvantaged; Trend Analysis; Value Added Models; Robustness (Statistics); Achievement Gap; North Carolina; Washington |
| 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 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 | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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