Do Low-Income Students have Equal Access to the Highest-Performing Teachers?
AbstractMost research on equal educational opportunity has focused on inputs like teacher experience and degrees. This brief estimated teachersâ€™ value added (contribution to student achievement growth) and measured access to highest-performing teachers in high- and low-poverty schools. Across 10 selected districts in seven states students in the highest-poverty schools had unequal access, on average, to the districtâ€™s highest-performing middle school teachers. The pattern for elementary school was less clear. The degree of equal access varied by district.
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Bibliographic InfoPaper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 6956.
Date of creation: 30 Apr 2011
Date of revision:
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Teacher Performance; Low-Income Students; Value-Added; Education;
Find related papers by JEL classification:
- I - Health, Education, and Welfare
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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NBER Working Papers
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- repec:pri:cepsud:1054 is not listed on IDEAS
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