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ERIC Number: EJ964238
Record Type: Journal
Publication Date: 2011-Nov
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0013-127X
Essential Elements of Teacher Policy in ESEA
Education Digest: Essential Readings Condensed for Quick Review, v77 n3 p50-55 Nov 2011
Effective teachers are critical to raising achievement and closing long-standing gaps among student subgroups. Research on this point has become absolutely clear: Students who have three or four strong teachers in a row will soar academically, regardless of racial or economic background, while those who have a sequence of weak teachers will fall further behind. Research also, unfortunately, demonstrates that access to effective teachers is not equitable or fair. Students in high-poverty schools are more likely than students in more affluent schools to have the least effective teachers. States, districts, and schools will have to do the hard work of developing and implementing teacher evaluation systems and ensuring that students have access to great teachers. But federal policy can and should support this work. Federal policy should challenge states to set big goals for teacher effectiveness and fair teacher distribution--and to assess both through meaningful evaluation. As Congress considers the reauthorization of the Elementary and Secondary Education Act (ESEA), it must revamp Title II of the ESEA and target additional dollars toward improving teacher effectiveness and equity. States and districts must engage in important reforms as a condition of receipt of their Title II funds. Recommendations are outlined in this article.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Elementary and Secondary Education Act Title II