Access to Effective Teaching for Disadvantaged Students

Title:	Access to Effective Teaching for Disadvantaged Students
Description:	Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year.
Online Availability:	Download, view and print the report as a pdf file. (1.2MB) Download, view and print the executive summary as a pdf file. (205KB) Download, view and print the study snapshot as a pdf file. (349KB)
Cover Date:	November 2013
Web Release:	November 7, 2013
Print Release:	November 7, 2013
Publication #:	NCEE 20144001 General Ordering Information
Center/Program:	NCEE
Authors:	Mathematica Policy Research: Eric Isenberg, Jeffrey Max, Philip Gleason, Liz Potamites, Robert Santillano, Heinrich Hock. American Institutes for Research: Michael Hansen
Type of Product:	Evaluation Report
Keywords:	Achievement • achievement gap Disadvantaged Students (Educationally) Elementary Education Secondary Education Teachers • characteristics of • quality of instruction
Questions:	For questions about the content of this Evaluation Report, please contact: Lauren Angelo.