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Goldhaber, Dan; Theobald, Roddy; Tien, Christopher – Phi Delta Kappan, 2019
Despite the consistent policy focus on diversifying the teacher workforce, this workforce still fails to reflect the diversity of the student body in U.S. public schools. Dan Goldhaber, Roddy Theobald, and Christopher Tien examine the theoretical arguments and empirical evidence supporting the importance of teacher workforce diversity. They…
Descriptors: Diversity (Faculty), Public Schools, Student Diversity, Role Models
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Goldhaber, Dan – Journal of Teacher Education, 2019
Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative…
Descriptors: Evidence Based Practice, Preservice Teacher Education, Preservice Teachers, Value Added Models
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Goldhaber, Dan; Holden, Kristian L.; Grout, Cyrus – Educational Researcher, 2019
Longitudinal administrative data generated by public education systems in the United States have become increasingly available and have tremendous potential to inform policy research. While it is tempting to take the accuracy of administrative data for granted, there are reasons why researchers should approach these data with a degree of caution.…
Descriptors: Educational Research, Research Utilization, Data Analysis, Error Patterns
Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy – Phi Delta Kappan, 2019
Empirical evidence shows that disadvantaged students tend to have less-qualified and less-effective teachers than their more-advantaged peers. These teacher quality gaps (TQGs), which have existed for decades and across many measures of student disadvantage and teacher quality, are an important factor explaining student achievement gaps between…
Descriptors: Teacher Competencies, Public Schools, Teacher Qualifications, Teacher Effectiveness