Do Low-Income Students Have Equal Access to Effective Teachers?
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| Title: | Do Low-Income Students Have Equal Access to Effective Teachers? |
|---|---|
| Language: | English |
| Authors: | Isenberg, Eric (ORCID |
| Source: | Educational Evaluation and Policy Analysis. Jun 2022 44(2):234-256. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | EDIES10C0065 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Low Income Students, Teacher Effectiveness, Value Added Models, Language Arts, Mathematics, Minority Group Students, African American Students, Hispanic American Students, White Students, Racial Differences, Ethnicity, Achievement Gap, Mathematics Teachers, English Teachers, Equal Education, Educational Quality, Socioeconomic Status, Beginning Teachers, Poverty, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 3 |
| DOI: | 10.3102/01623737211040511 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | EJ1338645 |
| Database: | ERIC |
| Abstract: | We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers. |
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| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737211040511 |
