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ERIC Number: ED564593
Record Type: Non-Journal
Publication Date: 2014-Apr-11
Pages: 7
Abstractor: ERIC
Reference Count: N/A
Looking at the Best Teachers and Who They Teach: Poor Students and Students of Color Are Less Likely to Get Highly Effective Teaching
DeMonte, Jenny; Hanna, Robert
Center for American Progress
Although there is some debate over the exact mix of student achievement, observations, and results from other measures that combine to create an evaluative rating for a teacher's effectiveness, there is consensus among researchers that it should include multiple measures. Most states have already begun to use new systems to evaluate teachers or will begin to do so in the upcoming school year. The data from these systems, which are ratings of teachers based on multiple measures, can be used to probe whether all students--regardless of background--have access to highly effective teachers. In this study, the authors took a close look at Louisiana (1,265 schools) and Massachusetts (1,849 schools), two early adopters of new teacher evaluation systems that have released effectiveness data using new measures. These states released the percentages of teachers in each rating category by state, district, and school. The authors compiled poverty data for each school in the two states based on the percentage of students in each school who were eligible for free or reduced-price lunches, as well as enrollment data based on the percentage of students of color enrolled. Using these data for each school available on the states' websites, they were able to estimate the level of poverty and minority enrollment for each school. Key findings included: (1) The new evaluation data confirms previous findings--in many places, poor children and children of color are less likely to be taught by a highly effective teacher; (2) Despite the overall pattern of inequitable distribution, there are some places where excellent teachers are more evenly deployed; and (3) The places with a more balanced distribution of effective teachers are where the most can be learned about the policies and practices that help give all students access to great teaching.
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for American Progress
Identifiers - Location: Louisiana; Massachusetts