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.:
- Jesse Rothstein, 2008.
"Student Sorting and Bias in Value Added Estimation: Selection on Observables and Unobservables,"
1054, Princeton University, Department of Economics, Center for Economic Policy Studies..
- Jesse Rothstein, 2009. "Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables," Education Finance and Policy, MIT Press, vol. 4(4), pages 537-571, October.
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- Cory Koedel & Julian Betts, 2009.
"Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique,"
0902, Department of Economics, University of Missouri.
- Cory Koedel & Julian R. Betts, 2011. "Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique," Education Finance and Policy, MIT Press, vol. 6(1), pages 18-42, January.
- C. Kirabo Jackson, 2009. "Student Demographics, Teacher Sorting, and Teacher Quality: Evidence from the End of School Desegregation," Journal of Labor Economics, University of Chicago Press, vol. 27(2), pages 213-256, 04.
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