You are here
Reconciling Different Estimates of Teacher Quality Gaps Based on Value Added
This policy brief reviews evidence about the extent to which disadvantaged students are taught by teachers with lower value-added estimates of performance, and seeks to reconcile differences in findings from different studies. We demonstrate that much of the inequity in teacher value added in Washington state is due to differences across different districts, so studies that only investigate inequities within districts likely understate the overall inequity in the distribution of teacher effectiveness because they miss one of the primary sources of this inequity.
Keywords: Disadvantaged Students, Value added, Inequity
You May Also Be Interested In
How Much Do Early Teachers Matter?
Dan Goldhaber, Zeyu Jin, Richard Startz
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
Taking their First Steps: The Distribution of New Teachers into School and Classroom Contexts and Implications for Teacher Effectiveness and Growth
Paul Bruno, Sarah Rabovsky, Katharine O. Strunk