[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602982-105":59,"doc-detail-602982-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","do-low-income-students-have-equal-access-to-effective-teachers","Do Low-Income Students Have Equal Access to Effective Teachers?","","Examines whether low-income students in 26 geographically dispersed U.S. school districts have equal access to effective teachers over five years. Teacher effectiveness is measured using a value-added model that accounts for measurement error in prior test scores and peer effects. Average differences in teacher value added between high- and low-income students are very small, and differences among teachers of Black, Hispanic, and White students are also limited. Reassigning teachers for perfect equity would not substantially reduce the achievement gap between income groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/do-low-income-students-have-equal-access-to-effective-teachers/602982/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/do-low-income-students-have-equal-access-to-effective-teachers/602982.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study measure teacher effectiveness?","Question",{"text":112,"@type":113},"It uses a value-added model that accounts for measurement error in prior test scores and peer effects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the reported differences in teacher effectiveness by income?",{"text":117,"@type":113},"The differences in average teacher value added between high- and low-income students are about 0.005 standard deviations in English/language arts and 0.004 standard deviations in math.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the paper argue that perfect equity in teacher assignments would close the achievement gap?",{"text":121,"@type":113},"No. It states that rearranging teachers to achieve perfect equity would do little to narrow the sizable achievement gap between low- and high-income students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602982,1792383011,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Research Article  \nEducational Evaluation and Policy Analysis June 2022, Vol. 44, No. 2, pp. 234–256 DOI: 10. 3102/01623737211040511  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© 2021 AERA. [https://journals.sagepub.com/home/epa](https://journals.sagepub.com/home/epa)  \nDo Low-Income Students Have Equal Access to Effective  \nTeachers?  \nEric Isenberg  \nWestat  \nJeffrey Max  \nPhilip Gleason  \nJonah Deutsch  \nMathematica  \nWe 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.  \nKeywords: achievement gap, equity, teacher characteristics, teacher research, teacher assessment, econometric analysis, regression analyses  \ninequality in educational outcomes is substantial and persistent in the United States. Recent evidence suggests that students from high-income families outperform those from low-income families on achievement tests by considerable amounts, and that this achievement gap has widened over the past 30 years (Reardon, 2011) . Inequality persists in long-term educational outcomes as well, with high-income students more likely to attend college (Chetty, Hendren, et al., 2014) and obtain college degrees (U.S. Department of Education, National Center for Education Statistics, 2014) .  \nOne possible explanation for the substantial achievement gap is that high-income students may attend better schools and have more effective  \nteachers. Evidence shows that teachers vary a great deal in their effectiveness (Kane et al., 2008; Koedel & Betts, 2011). In addition, students taught by the best teachers not only achieve higher test scores but also have better outcomes in the long run, including greater likelihood of college attendance and higher wages (Chetty, Friedman, & Rockoff, 2014a) .  \nUnder the Every Student Succeeds Act (ESSA) of 2015, states are required to track whether low-income students have equitable access to effective teachers and develop plans to ensure that “low-income and minority children enrolled in [Title I] schools   are not served at disproportionate rates by ineffective, out-offield, or inexperienced teachers”(ESEA Section  \nEqual Access to Effective Teachers  \n1111(g)(1)(B)) . ESSA also requires districts receiving Title I, Part A funds to submit a plan describing how they will curb these disparities (ESEA Section 1112(b)(2)), and ESSA provides funding for states and districts to address inequitable access to effective teachers, including the use of funds provided under Title II, Part A (ESEA Section 2101(c)(4)(B)(iii), SEA Section 2103(b)(3)(B)) .  \nBut it is not obvious that there are inequities in access large enough to contribute meaningfully to achievement gaps, whether defined as the differences between income groups or between Black and White students or Hispanic and nonHispanic White students. Although several past studies have found that low-income students generally have less qualified teachers than highincome students—based on measures such as years of teaching experience, teacher test scores, certification status, and educational attainment (Boyd et al., 2008; Clotfelter et al., 2007; Schultz, 2014)—this does not necessarily imply that they also ","cbCaitvRYr8Rstmd","https://ap.wps.com/l/cbCaitvRYr8Rstmd","pdf",649118,23,"English","# Access to Effective Teachers for Low-Income Students\n## Research Design and Value-Added Measurement\n## Findings on Teacher Effectiveness Inequities\n## Implications for Student Achievement Gaps\n## Prior Evidence and Policy Context (ESSA)","[{\"question\":\"How does the study measure teacher effectiveness?\",\"answer\":\"It uses a value-added model that accounts for measurement error in prior test scores and peer effects.\"},{\"question\":\"What are the reported differences in teacher effectiveness by income?\",\"answer\":\"The differences in average teacher value added between high- and low-income students are about 0.005 standard deviations in English/language arts and 0.004 standard deviations in math.\"},{\"question\":\"Does the paper argue that perfect equity in teacher assignments would close the achievement gap?\",\"answer\":\"No. It states that rearranging teachers to achieve perfect equity would do little to narrow the sizable achievement gap between low- and high-income students.\"}]","Do Low-Income Students Have Equal Access to Effective Teachers? | PDF",1792095533,58]