Value-added approaches for attributing student growth to teachers often use weighted estimates of building-level factors based on "typical" schools to represent a range of community, school, and other variables related to teacher and student work that are not easily measured directly. This study examines whether such estimates are likely…

The purpose of this research was to determine the relationship between distribution of teacher resources and student need. The effort was to determine if the "best" teachers are teaching the "neediest" students in the elementary schools in the "Big 8" urban school districts in Ohio as equity principles would mandate.…