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Do Low-Income Students Have Equal Access to the Highest-Performing Teachers?

Listed author(s):
  • Steven Glazerman
  • Jeffrey Max

Most research on equal educational opportunity has focused on inputs like teacher experience and degrees. This brief estimated teachers’ 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 district’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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File URL: http://ies.ed.gov/ncee/pubs/20114016/pdf/20114016.pdf
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Paper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number b5869da6f9a54ef09fcd97be781b8a33.

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Length: 8
Date of creation: 30 Apr 2011
Handle: RePEc:mpr:mprres:b5869da6f9a54ef09fcd97be781b8a33
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Web page: http://www.mathematica-mpr.com/

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