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Access to Effective Teaching for Disadvantaged Students in 29 School Districts

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Title: Access to Effective Teaching for Disadvantaged Students in 29 School Districts
Language: English
Authors: Isenberg, Eric, Max, Jeffrey, Gleason, Philip, Society for Research on Educational Effectiveness (SREE)
Source: Society for Research on Educational Effectiveness. 2014.
Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Peer Reviewed: Y
Page Count: 7
Publication Date: 2014
Document Type: Reports - Research
Education Level: Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Descriptors: Teacher Effectiveness, Disadvantaged Youth, Access to Education, School Districts, Value Added Models, Academic Achievement, Equal Education, English, Language Arts, Regression (Statistics), Elementary Schools, Middle Schools, Standardized Tests, Scores
Abstract: Recent federal policy initiatives are aimed at improving disadvantaged students' access to effective teaching. These efforts, including Race to the Top and the Teacher Incentive Fund, arise from concerns that disadvantaged students are taught by less effective teachers. A growing body of research uses value-added analysis to measure teacher effectiveness and then examine whether disadvantaged students receive less effective teaching. Value added measures a teacher's contribution to student learning, accounting for the student's previous achievement level and background characteristics. Given the importance of teachers in improving student achievement and concerns about unequal access to effective teachers (Jerald et al. 2009; Brown and Haycock 2011), more evidence on access to effective teaching is needed. To address this need, the U.S. Department of Education's Institute of Education Sciences contracted with Mathematica Policy Research to examine access to effective teaching in a diverse set of school districts nationwide over a five-year period from the 2008-2009 to the 2012-2013 school years. This report addresses access to effective teaching in grades 4 through 8 for the first three years of the study (2008-2009 through 2011).
Abstractor: ERIC
Number of References: 7
Entry Date: 2016
Accession Number: ED562721
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED562721
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  Data: Access to Effective Teaching for Disadvantaged Students in 29 School Districts
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  Data: <searchLink fieldCode="AR" term="%22Isenberg%2C+Eric%22">Isenberg, Eric</searchLink><br /><searchLink fieldCode="AR" term="%22Max%2C+Jeffrey%22">Max, Jeffrey</searchLink><br /><searchLink fieldCode="AR" term="%22Gleason%2C+Philip%22">Gleason, Philip</searchLink><br /><searchLink fieldCode="AR" term="%22Society+for+Research+on+Educational+Effectiveness+%28SREE%29%22">Society for Research on Educational Effectiveness (SREE)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Society+for+Research+on+Educational+Effectiveness%22"><i>Society for Research on Educational Effectiveness</i></searchLink>. 2014.
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  Data: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
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  Label: Publication Date
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  Data: 2014
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Added+Models%22">Value Added Models</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+%28Statistics%29%22">Regression (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent federal policy initiatives are aimed at improving disadvantaged students' access to effective teaching. These efforts, including Race to the Top and the Teacher Incentive Fund, arise from concerns that disadvantaged students are taught by less effective teachers. A growing body of research uses value-added analysis to measure teacher effectiveness and then examine whether disadvantaged students receive less effective teaching. Value added measures a teacher's contribution to student learning, accounting for the student's previous achievement level and background characteristics. Given the importance of teachers in improving student achievement and concerns about unequal access to effective teachers (Jerald et al. 2009; Brown and Haycock 2011), more evidence on access to effective teaching is needed. To address this need, the U.S. Department of Education's Institute of Education Sciences contracted with Mathematica Policy Research to examine access to effective teaching in a diverse set of school districts nationwide over a five-year period from the 2008-2009 to the 2012-2013 school years. This report addresses access to effective teaching in grades 4 through 8 for the first three years of the study (2008-2009 through 2011).
– Name: AbstractInfo
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  Data: ERIC
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  Data: 7
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  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED562721
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED562721
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
    Subjects:
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Value Added Models
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: English
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Standardized Tests
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      – SubjectFull: Scores
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      – TitleFull: Access to Effective Teaching for Disadvantaged Students in 29 School Districts
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