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Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Technical Appendix)

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  • Jeffrey Max
  • Steven Glazerman

Abstract

Newly emerging research is beginning to shed light on the extent to which disadvantaged students have access to effective teaching, based on value added measures.

Suggested Citation

  • Jeffrey Max & Steven Glazerman, "undated". "Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Technical Appendix)," Mathematica Policy Research Reports 60dce40d55d94875807d15e1c, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:60dce40d55d94875807d15e1cc49e730
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    File URL: https://www.mathematica.org/-/media/publications/pdfs/education/ies_tqd_techapp.pdf
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    Cited by:

    1. Kerstin Carlson Le Floch & Jennifer O'Day & Beatrice Birman & Steven Hurlburt & Michelle Nayfack & Clare Halloran & Andrea Boyle & Seth Brown & Diana Mercado-Garcia & Rose Goff & Linda Rosenberg & Lar, "undated". "Case Studies of Schools Receiving School Improvement Grants: Final Report," Mathematica Policy Research Reports a4af877810d241f29ab2a6661, Mathematica Policy Research.

    More about this item

    Keywords

    Disadvantaged Students ; Effective Teaching ; Student Achievement ; Teacher Evaluation Systems;
    All these keywords.

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