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Access to Effective Teaching for Disadvantaged Students

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Author Info

  • Eric Isenberg
  • Jeffrey Max
  • Philip Gleason
  • Liz Potamites
  • Robert Santillano
  • Heinrich Hock
  • Michael Hansen

Abstract

This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences.

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Bibliographic Info

Paper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7943.

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Length: 21
Date of creation: 30 Nov 2013
Date of revision:
Handle: RePEc:mpr:mprres:7943

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Postal: Mathematica Policy Research P.O. Box 2393 Princeton, NJ 08543-2393 Attn: Communications
Fax: (609) 799-0005
Web page: http://www.mathematica-mpr.com/
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Related research

Keywords: Effective Teaching; Teacher Effectiveness; Teacher Distribution; Value Added; Elementary Secondary Education; Economically Disadvantaged; Minority Group Children; Achievement Gap;

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References

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  1. Sass, Tim R. & Hannaway, Jane & Xu, Zeyu & Figlio, David N. & Feng, Li, 2012. "Value added of teachers in high-poverty schools and lower poverty schools," Journal of Urban Economics, Elsevier, vol. 72(2), pages 104-122.
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Cited by:
  1. Jeffrey Max & Steven Glazerman, 2014. "Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies," Mathematica Policy Research Reports 8000, Mathematica Policy Research.
  2. Cory Koedel & Jiaxi Li, 2014. "The Efficiency Implications of Using Proportional Evaluations to Shape the Teaching Workforce," Working Papers 1402, Department of Economics, University of Missouri.

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