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ERIC Number: ED566106
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: 20
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learning Denied: The Case for Equitable Access to Effective Teaching in California's Largest School District. K-12 Policy
Hahnel, Carrie; Jackson, Orville
Education Trust-West
Effective teachers have an enormous impact on the lives of their students. Great teachers can help students who are behind academically catch up to grade-level expectations. By accelerating student performance, they can help close the opportunity and achievement gaps that cut short the college and career dreams of so many low-income students and students of color. This report demonstrates that, in California's largest school district, the highest need students are getting the short end of the stick when it comes to effective teaching. While the state and district absolutely must address that injustice, talk and action must go beyond more equitably distributing the existing exceptional teachers. California and the Los Angeles Unified School District (LAUSD) must also significantly expand the pool of strong teachers. By doing both of these things, state and district leaders can ensure that, in every classroom, there is a teacher who can help every student succeed. Education Trust-West's Value-Added Model is appended.
Education Trust-West. 1814 Franklin Street Suite 220, Oakland, CA 94612. Tel: 510-465-6444; Fax: 510-465-0859; Web site: http://www.edtrust.org/west
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: Education Trust-West
Identifiers - Location: California (Los Angeles)
IES Cited: ED544269