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Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools","","Mounting evidence indicates substantial teacher quality gaps between advantaged and disadvantaged students, yet little is known about how these gaps have historically evolved. The study uses longitudinal public school data from North Carolina and Washington, tracking students, teachers, and schools over time. Results show teacher quality gaps exist in every year and vary in magnitude and sources by year, state, and measures of student disadvantage and teacher quality.",{"@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/has-it-always-been-this-way-tracing-the-evolution-of-teacher-quality-gaps-in-us-public-schools/590603/",{"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/has-it-always-been-this-way-tracing-the-evolution-of-teacher-quality-gaps-in-us-public-schools/590603.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","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},"What problem does the paper address about teacher quality gaps?","Question",{"text":112,"@type":113},"The paper examines teacher quality gaps between advantaged and disadvantaged students, focusing on the lack of empirical evidence about their history and evolution.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study measure teacher quality gaps over time?",{"text":117,"@type":113},"It calculates teacher quality gaps using longitudinal data, comparing disadvantaged and advantaged students’ exposure rates to low-quality teachers based on multiple teacher-quality and disadvantage measures.",{"name":119,"@type":110,"acceptedAnswer":120},"Which data sources and states are used in the analysis?",{"text":121,"@type":113},"The study uses longitudinal data from public school students, teachers, and schools in North Carolina and Washington, tracking several measures of teacher quality and student disadvantage.","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},590603,1792190978,{"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,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal February 2018, Vol. 55, No. 1, pp. 171–201 DOI: 10.3102/0002831217733445  \n􀀂 2017 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nHas It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools  \nDan Goldhaber American Institutes for Research University of Washington  \nVanessa Quince  \nUniversity of Washington  \nRoddy Theobald American Institutes for Research  \nThere 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 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.  \nKEYWORDS: teacher quality, educational policy, K–12 education  \nDAN GOLDHABER serves as the director of National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research and the director of the Center for Education Data & Research (CEDR) at the University of Washington. His work focuses on issues of educational productivity and reform atthe K–12 level; the broad array of human capital policies that influence the composition, distribution, and quality of teachers; and connections between students’ K–12 experiences and postsecondary outcomes.  \nVANESSA QUINCE is a PhD Candidate in the department of Political Science at the University of Washington and a research assistant at CEDR. Vanessa holds degrees from SUNY Binghamton University and the University of Washington.  \nRODDY THEOBALD is a senior researcher in CALDER at American Institutes for Research, 3876 Bridge Way N. , Suite 201, Seattle, WA 98103; e-mail: [rtheobald@air.org](rtheobald@air.org. His)[. His](rtheobald@air.org. His)[ ](rtheobald@air.org. His)research interests are in teacher education, teacher evaluation, special education, and teacher collective bargaining.  \nGoldhaber et al.  \nIntroduction  \nIncome inequality has risen dramatically in the United States over the past 5  \ndecades, and disparities in educational outcomes are likely a contributing factor to this trend. Many look to the public education system to close the achievement gaps that exist between advantaged and disadvantaged students when they start kindergarten (Lee & Burkam, 2002), but research on the extent to which schools are able to level the playing field is disheartening.1 Although there is evidence that schooling interventions—the impact of teachers in particular (Chetty, Friedman, & Rockoff, 2014b; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004)—could help close these gaps, they often do not because teacher quality itself is inequitably distributed across students.  \nResearch has long shown that disadvantaged students are more likely to have ‘‘low quality’’ teachers—as measured by degrees, experience, and advanced credentials—than more advantaged students (e.g. , Clotfelter, Ladd, & Vigdor, 2005; Kalogrides & Loeb, 2013; Lankford, Loeb, & Wyckoff, 2002) . More recent work also shows considerable inequity when teacher quality is measured using direct ‘‘value-added’’ measures of teacher effectiveness (e.g., Goldhaber, Lavery, & Theobald, 2015; Isenberg et al. , 2013; Sass, Hannaway, Xu, Figlio, & Feng, 2010), though some recent studies suggest that the distribution of teacher effectiveness may be more equitable than this prior work suggests (e.g. , Chetty et al. , 2014b; Isenberg et al. , 2016) .  \nIn response to mounting evidence of the importance of teachers and the existence of ‘‘teacher quality gaps’’ (TQGs), the federal government recently dir","cbCaipkXyW00eUlX","https://ap.wps.com/l/cbCaipkXyW00eUlX","pdf",916399,31,"English","# Introduction\n## Research Motivation and Empirical Gap\n## Study Design and Data\n## Definitions and Measures of Teacher Quality Gaps","[{\"question\":\"What problem does the paper address about teacher quality gaps?\",\"answer\":\"The paper examines teacher quality gaps between advantaged and disadvantaged students, focusing on the lack of empirical evidence about their history and evolution.\"},{\"question\":\"How does the study measure teacher quality gaps over time?\",\"answer\":\"It calculates teacher quality gaps using longitudinal data, comparing disadvantaged and advantaged students’ exposure rates to low-quality teachers based on multiple teacher-quality and disadvantage measures.\"},{\"question\":\"Which data sources and states are used in the analysis?\",\"answer\":\"The study uses longitudinal data from public school students, teachers, and schools in North Carolina and Washington, tracking several measures of teacher quality and student disadvantage.\"}]","Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools | PDF",1792070016,78]