Access to Effective Teaching for Disadvantaged Students
AbstractThis 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.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7943.
Date of creation: 30 Nov 2013
Date of revision:
Contact details of provider:
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/
More information through EDIRC
Effective Teaching; Teacher Effectiveness; Teacher Distribution; Value Added; Elementary Secondary Education; Economically Disadvantaged; Minority Group Children; Achievement Gap;
Other versions of this item:
- Eric Isenberg & Jeffrey Max & Philip Gleason & Liz Potamites & Robert Santillano & Heinrich Hock & Michael Hansen, 2013. "Access to Effective Teaching for Disadvantaged Students," Mathematica Policy Research Reports 7942, Mathematica Policy Research.
- I - Health, Education, and Welfare
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-11-22 (All new papers)
- NEP-EDU-2013-11-22 (Education)
- NEP-URE-2013-11-22 (Urban & Real Estate Economics)
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.:
- 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.
- 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.
- 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.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Joanne Pfleiderer) or (Joanne Lustig).
If references are entirely missing, you can add them using this form.