NotesFAQContact Us
Search Tips
ERIC Number: ED574289
Record Type: Non-Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
Reference Count: 15
Reconciling Different Estimates of Teacher Quality Gaps Based on Value Added. CEDR Policy Brief. PB #2016-9
Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy
Center for Education Data & Research
This policy brief reviews evidence about the extent to which disadvantaged students are taught by teachers with lower value-added estimates of performance, and seeks to reconcile differences in findings from different studies. We demonstrate that much of the inequity in teacher value added in Washington state is due to differences across different districts, so studies that only investigate inequities within districts likely understate the overall inequity in the distribution of teacher effectiveness because they miss one of the primary sources of this inequity.
Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research; William T. Grant Foundation; Institute of Education Sciences (ED)
Authoring Institution: Center for Education Data & Research (CEDR)
IES Funded: Yes
Grant or Contract Numbers: R305C120008