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Estimating the 'Effective Teaching Gap:' Students Experience Unequal Outcomes, but Mostly Equal Access to High-Quality Instruction

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Title: Estimating the 'Effective Teaching Gap:' Students Experience Unequal Outcomes, but Mostly Equal Access to High-Quality Instruction
Language: English
Authors: Isenberg, Eric, Max, Jeffrey, Gleason, Philip, Deutsch, Jonah
Source: Education Next. Fall 2022 22(4):60-65.
Availability: 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/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: 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
ISSN: 1539-9664
1539-9672
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.
Abstractor: ERIC
Entry Date: 2022
Access URL: https://www.educationnext.org/estimating-the-effective-teaching-gap/
Accession Number: EJ1359327
Database: ERIC
FullText Links:
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  Data: Estimating the 'Effective Teaching Gap:' Students Experience Unequal Outcomes, but Mostly Equal Access to High-Quality Instruction
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  Data: <searchLink fieldCode="SO" term="%22Education+Next%22"><i>Education Next</i></searchLink>. Fall 2022 22(4):60-65.
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  Data: 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/
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 60
    Subjects:
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Quality
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Social Differences
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      – SubjectFull: Racial Differences
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Public School Teachers
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      – SubjectFull: Low Income Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Beginning Teachers
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      – TitleFull: Estimating the 'Effective Teaching Gap:' Students Experience Unequal Outcomes, but Mostly Equal Access to High-Quality Instruction
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            NameFull: Gleason, Philip
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