ERIC Number: EJ725171
Record Type: Journal
Publication Date: 2005-Sep-1
Reference Count: 26
Teacher Quality and Educational Equality: Do Teachers with Higher Standards-Based Evaluation Ratings Close Student Achievement Gaps?
Borman, Geoffrey D.; Kimball, Steven M.
Elementary School Journal, v106 n1 p3 Sep 2005
Using standards-based evaluation ratings for nearly 400 teachers, and achievement results for over 7,000 students from grades 4-6, this study investigated the distribution and achievement effects of teacher quality in Washoe County, a mid-sized school district serving Reno and Sparks, Nevada. Classrooms with higher concentrations of minority, poor, and low-achieving students were more likely to be taught by teachers with lower evaluation scores. Two-level multilevel models, nesting students within classrooms, tended to show higher mean achievement in classrooms taught by teachers of higher than lower quality, with differences of approximately one-tenth of 1 standard deviation. Findings relating teacher quality to closing within-classroom achievement gaps, though, were mixed. Implications are discussed related to teacher evaluation, teacher quality, and educational inequality.
Descriptors: Equal Education, Teacher Effectiveness, Academic Achievement, Teacher Evaluation, Evaluation Methods, School Districts, Teacher Characteristics, Standards
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: email@example.com.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Nevada