Revisiting Teaching Quality Gaps: Urbanicity and Disparities in Access to High-Quality Teachers across Tennessee
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| Title: | Revisiting Teaching Quality Gaps: Urbanicity and Disparities in Access to High-Quality Teachers across Tennessee |
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| Language: | English |
| Authors: | Luis A. Rodriguez (ORCID |
| Source: | Urban Education. 2025 60(2):467-504. |
| 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Minority Group Students, Disadvantaged, Teacher Effectiveness, Disproportionate Representation, Urban Schools, Student Characteristics, Regional Characteristics, Rural Schools, Suburban Schools, Elementary Secondary Education |
| Geographic Terms: | Tennessee |
| DOI: | 10.1177/00420859231153409 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | There is continued concern over the inequitable distribution of highly experienced and effective teachers among historically marginalized student populations. Using longitudinal data from Tennessee, this study assesses whether students of racially/ethnically minoritized and economically disadvantaged backgrounds have unequal exposure to teachers based on alternate definitions of teaching quality. We find minoritized and economically disadvantaged students are 5 to 15 percentage points less likely to be exposed to high-quality teachers. These teacher quality gaps tend to be the largest in urban school contexts. Moreover, school-level exposure gaps tend to be associated with several school, district, and neighborhood factors. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456264 |
| Database: | ERIC |
| Abstract: | There is continued concern over the inequitable distribution of highly experienced and effective teachers among historically marginalized student populations. Using longitudinal data from Tennessee, this study assesses whether students of racially/ethnically minoritized and economically disadvantaged backgrounds have unequal exposure to teachers based on alternate definitions of teaching quality. We find minoritized and economically disadvantaged students are 5 to 15 percentage points less likely to be exposed to high-quality teachers. These teacher quality gaps tend to be the largest in urban school contexts. Moreover, school-level exposure gaps tend to be associated with several school, district, and neighborhood factors. |
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| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859231153409 |
