ERIC Number: ED517966
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE Evaluation Brief. NCEE 2011-4016
Glazerman, Steven; Max, Jeffrey
National Center for Education Evaluation and Regional Assistance
This brief describes the prevalence of highest-performing teachers in ten purposely selected districts across seven states. The overall patterns indicate that low-income students have unequal access, on average, to the district's highest-performing teachers at the middle school level but not at the elementary level. However, there is evidence of variation in the distribution of highest-performing teachers within and among the ten districts studied. Some have an under-representation of the highest-performing teachers in high-poverty elementary and middle schools. Others have such under-representation only at the middle school level, and one district has a disproportionate share of the district's highest-performing teachers in its high-poverty elementary schools. (Contains 3 figures and 11 endnotes.) [For related report, "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? Technical Appendix", see ED517967.]
Descriptors: Middle Schools, Poverty, Income, Teacher Effectiveness, Comparative Analysis, Access to Education, Low Income Groups, School Districts, Disproportionate Representation, Elementary Schools, Academic Achievement, Incidence, Elementary School Students, Middle School Students, Equal Education
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED)
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Equal Access
IES Funded: Yes
Grant or Contract Numbers: N/A
IES Cited: ED544345; ED544269
IES Publication: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20114016