Teacher Quality Gaps in U.S. Public Schools: Trends, Sources, and Implications

Autor/inn/en	Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy
Titel	Teacher Quality Gaps in U.S. Public Schools: Trends, Sources, and Implications
Quelle	In: Phi Delta Kappan, 100 (2019) 8, S.14-19 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719846883
Schlagwörter	Teacher Competencies; Public Schools; Teacher Qualifications; Teacher Effectiveness; Disadvantaged Youth; Equal Education; Educational Policy; Teacher Certification; Value Added Models; Intervention; Teacher Selection + Suchen Sie Ihr Suchwort? Lehrkunst; Public school; Öffentliche Schule; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Benachteiligter Jugendlicher; Politics of education; Bildungspolitik
Abstract	Empirical evidence shows that disadvantaged students tend to have less-qualified and less-effective teachers than their more-advantaged peers. These teacher quality gaps (TQGs), which have existed for decades and across many measures of student disadvantage and teacher quality, are an important factor explaining student achievement gaps between advantaged and disadvantaged students. Research by Dan Goldhaber, Vanessa Quince, and Roddy Theobald -- focusing on the sources of TQGs across different states and measures of teacher quality -- suggests that policy makers should consider both the setting and the type of gap they wish to prioritize when designing policies to address TQGs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01