You are here
Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools
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.
Keywords: Teacher Quality Gaps, Educational Policy, K-12 Education
Citation: Dan Goldhaber, Vanessa Quince, Roddy Theobald (2016). Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. CALDER Working Paper No. 171
You May Also Be Interested In
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Through Agent-Based Modeling
Dan Goldhaber, Matt Kasman, Vanessa Quince, Roddy Theobald, Malcolm Wolff
Teachers and School Climate: Effects on Student Outcomes and Academic Disparities
Benjamin Backes, James Cowan, Dan Goldhaber, Roddy Theobald
How Well Do Professional Reference Ratings Predict Teacher Performance?
Dan Goldhaber, Cyrus Grout, Malcolm Wolff