Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers
Datos Bibliográficos
| ID | 2328443 |
|---|---|
| Autores | Paul Hanselman (0000-0003-1802-1830, University of California-Irvine, Irvine, CA, USA, autor de correspondencia) |
| Año | 2018 |
| Volumen | 91 |
| Número | 2 |
| Páginas | 132-158 |
| Fecha de publicación | 2018-04-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Sociology of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0038040718761127 |
| PMID | 30745709 |
| OpenAlex | W2790063398 |
| Idioma | EN |
| Citas recibidas | 22 |
| Referencias citadas | 71 |
Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers' success in promoting learning, and I assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate black-white inequalities but do not contribute to economic achievement gaps. Racial differences are small, on average, relative to the benefits for all groups; are not explained by differences in prior achievement; and are largest for low-achieving students. Teacher-related learning opportunities are crucial for all students, but these results point to a disconnect between typical school learning opportunities and low-achieving minority students
Demographic economics · Economics · Educational inequality · Inequality · Mathematics education · Pedagogy · Sociology · Sociology of Education · Education Systems and Policy · Mathematics · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
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Teacher-Student Matching and the Assessment of Teacher Effectiveness
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Generalizations about Using Value-Added Measures of Teacher Quality
Value-added modeling
Representation in the classroom
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Teacher Effects on Social and Behavioral Skills in Early Elementary School
When Race Matters
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| Obras citantes distintas | 22 |
|---|---|
| Citas por año | 2,75 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 22 |