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ERIC Number: EJ1102686
Record Type: Journal
Publication Date: 2015-Dec-23
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1099-839X
School Location and Teacher Supply: Understanding the Distribution of Teacher Effects
Gagnon, Douglas
Current Issues in Education, v18 n3 Dec 2015
The U.S. Department of Education has recently called on all states to create plans to ensure equal access to excellent teachers. Although there are numerous limitations in using VAM [value-added modeling] in high-stakes contexts such as teacher evaluation, such techniques offer promise in helping states grapple with issues in equitable access. Research presented here expands our understanding of this topic, showing that disparities in access to high value-add teaching exist not only along lines of student poverty, but also across location. Furthermore, findings suggest that teacher supply may predict the relative disparities in access for a given location. The policy impacts of these findings are explored.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Hampshire
Grant or Contract Numbers: N/A