Literaturnachweis - Detailanzeige
| Autor/inn/en | Isenberg, Eric; Max, Jeffrey; Gleason, Philip; Deutsch, Jonah |
|---|---|
| Titel | Estimating the "Effective Teaching Gap:" Students Experience Unequal Outcomes, but Mostly Equal Access to High-Quality Instruction |
| Quelle | In: Education Next, 22 (2022) 4, S.60-65 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Instructional Effectiveness; Equal Education; Access to Education; Educational Quality; Outcomes of Education; Achievement Gap; Teacher Effectiveness; Social Differences; Racial Differences; Elementary Secondary Education; Public School Teachers; Low Income Students; Minority Group Students; Beginning Teachers |
| Abstract | Inequality in educational outcomes is substantial and persistent in the United States. Students from high-income families outperform those from low-income families on achievement tests, are more likely to graduate high school, and are more likely to earn a college degree. The authors look at student demographics and several measures of teacher quality in 26 public school districts across the United States over a five-year period. They find that, in fact, low- and high-income students have nearly equal access to effective teachers. Effective teachers are found in high-poverty schools, even if their accomplishments are often overlooked because their students typically start out far behind. Conversely, ineffective teachers can be found in high-performing schools, where the impacts of subpar instruction can be camouflaged by students' other advantages. This analysis also suggests that it would take wholesale reassignment of the most effective teachers to the least advantaged students to substantially reduce inequities in learning outcomes, and that differences in the likelihood of low-income and minority students being taught by a novice teacher contribute a negligible amount to gaps in student achievement. The inequitable outcomes experienced by low-income and minority children may have less to do with their teachers and more to do with the supports and resources available to children of greater means. (ERIC). |
| Anmerkungen | Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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