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Access to Effective Teaching for Disadvantaged Students. NCEE 2014-4001

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Title: Access to Effective Teaching for Disadvantaged Students. NCEE 2014-4001
Language: English
Authors: Isenberg, Eric, Max, Jeffrey, Gleason, Philip, Potamites, Liz, Santillano, Robert, Hock, Heinrich, Hansen, Michael, National Center for Education Evaluation and Regional Assistance (ED)
Source: National Center for Education Evaluation and Regional Assistance. 2013.
Availability: 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/
Peer Reviewed: Y
Page Count: 133
Publication Date: 2013
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Disadvantaged Youth, Access to Education, Educational Quality, Teacher Effectiveness, Language Arts, Mathematics Instruction, School Districts, Achievement Gap, Comparative Analysis, Equal Education, Teacher Placement, Student Placement, School District Size, Geographic Regions, Correlation, Peer Influence, Middle School Students, Elementary School Students, Gender Differences, Racial Differences, Limited English Speaking, Special Education, Student Characteristics
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act, Race to the Top
Abstract: Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year. The main findings are: (1) On average, disadvantaged students had less access to effective teaching in the 29 study districts in grades 4 through 8. The magnitude of differences in effective teaching for disadvantaged and nondisadvantaged students in a given year was equivalent to a shift of two percentile points in the student achievement gap. (2) Access to effective teaching for disadvantaged students did not change over time in the study districts. (3) Disadvantaged students' access to effective teaching varied across school districts. (4) Unequal access to effective teaching was most related to the school assignment of teachers and students rather than to the way that teachers were assigned to students within schools. Appended are: (1) Analytic Methods; (2) Diagnostics of Value-Added Models; and (3) Additional Tables and Sensitivity Analyses for Chapter IV. (Contains 24 tables, 35 figures, and 48 footnotes.)
Abstractor: ERIC
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/pubs/20144001/
Entry Date: 2013
Accession Number: ED544345
Database: ERIC
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  Data: Access to Effective Teaching for Disadvantaged Students. NCEE 2014-4001
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  Data: 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/
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  Data: Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year. The main findings are: (1) On average, disadvantaged students had less access to effective teaching in the 29 study districts in grades 4 through 8. The magnitude of differences in effective teaching for disadvantaged and nondisadvantaged students in a given year was equivalent to a shift of two percentile points in the student achievement gap. (2) Access to effective teaching for disadvantaged students did not change over time in the study districts. (3) Disadvantaged students' access to effective teaching varied across school districts. (4) Unequal access to effective teaching was most related to the school assignment of teachers and students rather than to the way that teachers were assigned to students within schools. Appended are: (1) Analytic Methods; (2) Diagnostics of Value-Added Models; and (3) Additional Tables and Sensitivity Analyses for Chapter IV. (Contains 24 tables, 35 figures, and 48 footnotes.)
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      – Text: English
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        PageCount: 133
    Subjects:
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Language Arts
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      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Equal Education
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