NotesFAQContact Us
Search Tips
ERIC Number: ED524047
Record Type: Non-Journal
Publication Date: 2006-Dec-7
Pages: 40
Abstractor: As Provided
Reference Count: 15
High Poverty Schools and the Distribution of Teachers and Principals. Sanford Working Paper Series. SAN06-08
Clotfelter, Charles; Ladd, Helen F.; Vigdor, Jacob; Wheeler, Justin
Sanford School of Public Policy
Although many factors combine to make a successful school, most people agree that quality teachers and school principals are among the most important requirements for success, especially when success is defined by the ability of the school to raise the achievement of its students. The central question for this study is how the quality of the teachers and principals in high poverty schools in North Carolina compares to that in the schools serving more advantaged students. A related question is why these differences emerge. The consistency of the patterns across many measures of qualifications for both teachers and principals leaves no doubt that students in the high poverty schools are served by school personnel with lower qualifications that those in the lower poverty schools. Moreover, in many cases the differences are large. Additional evidence documents that the differences largely reflect predictable outcomes of the labor market for teachers and principals. Hence, active policy interventions are needed to counter these forces if the ultimate goal is to provide equal educational opportunity. (Contains 4 figures, 11 tables and 13 footnotes.)
Sanford School of Public Policy. Box 90239, Durham, NC 27708. Tel: 919-613-7401; Fax: 919-681-8288; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Duke University, Sanford School of Public Policy
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001