Do Low-Income Students Have Equal Access to Effective Teachers?
Do Low-Income Students Have Equal Access to Effective Teachers?
复制标题
低收入学生是否能平等地接触到优秀的教师？
DOI：
10.3102/01623737211040511
复制
发表时间：
2021
影响因子：
3.4
通讯作者：
Jonah Deutsch
中科院分区：
文献类型：
--
作者：
Eric Isenberg;Jeffrey Max;P. Gleason;Jonah Deutsch
我们调查了26个地理位置分散的学区的低收入学生在5年内获得有效教师的机会。我们使用一个增值模型来衡量教师的有效性，该模型考虑了先前考试分数和同伴效应中的测量误差。高收入学生和低收入学生教师的平均附加值之间的差异在英语/语言艺术方面为0.005标准差，在数学方面为0.004标准差。黑人、西班牙裔和白人学生的教师之间的差异也很小。重新安排教师以获得完美的公平，对缩小低收入学生和高收入学生之间巨大的学生成绩差距几乎无济于事。我们还表明，高贫困学校的新手教师比例较高，对获得有效教师的机会的差异贡献微不足道。
We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.