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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
Language: English
Authors: Luis A. Rodriguez (ORCID 0000-0002-4877-2056), Tuan D. Nguyen, Matthew G. Springer
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
FullText Text:
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  Data: Revisiting Teaching Quality Gaps: Urbanicity and Disparities in Access to High-Quality Teachers across Tennessee
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  Data: <searchLink fieldCode="AR" term="%22Luis+A%2E+Rodriguez%22">Luis A. Rodriguez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4877-2056">0000-0002-4877-2056</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tuan+D%2E+Nguyen%22">Tuan D. Nguyen</searchLink><br /><searchLink fieldCode="AR" term="%22Matthew+G%2E+Springer%22">Matthew G. Springer</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. 2025 60(2):467-504.
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  Data: 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
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  Data: 38
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Regional+Characteristics%22">Regional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Suburban+Schools%22">Suburban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: 10.1177/00420859231153409
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  Data: 0042-0859<br />1552-8340
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  Label: Abstract
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  Data: 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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        Value: 10.1177/00420859231153409
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      – Text: English
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        PageCount: 38
        StartPage: 467
    Subjects:
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Urban Schools
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Regional Characteristics
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      – SubjectFull: Rural Schools
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      – SubjectFull: Suburban Schools
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Tennessee
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      – TitleFull: Revisiting Teaching Quality Gaps: Urbanicity and Disparities in Access to High-Quality Teachers across Tennessee
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