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ERIC Number: ED574281
Record Type: Non-Journal
Publication Date: 2016
Pages: 57
Abstractor: As Provided
Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. CEDR Working Paper. WP #2016-8
Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy
Center for Education Data & Research
There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state and for all measures we consider of student disadvantage and teacher quality. But there is variation in the magnitudes and sources of TQGs over time, between the two states, and depending on the measure of student disadvantage and teacher quality.
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: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: William T. Grant Foundation; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research; Institute of Education Sciences (ED)
Authoring Institution: Center for Education Data & Research (CEDR)
Identifiers - Location: North Carolina; Washington
IES Funded: Yes
Grant or Contract Numbers: 184925; R305C120008