Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers
Bibliographic Data
| ID | 2328443 |
|---|---|
| Authors | Paul Hanselman (0000-0003-1802-1830, University of California-Irvine, Irvine, CA, USA, corresponding author) |
| Year | 2018 |
| Volume | 91 |
| Issue | 2 |
| Pages | 132-158 |
| Publication date | 2018-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0038040718761127 |
| PMID | 30745709 |
| OpenAlex | W2790063398 |
| Language | EN |
| Citations received | 22 |
| References cited | 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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Unequal Help
Teaching quality, average outcomes, and within-classroom dispersion
Do teachers compensate for or compound disparities in academic achievement
Educational inequality due to lack of validity
Educational inequality as a consequence and cause of race
Inequitable distribution of teachers in K-12 education
Poor Neighborhoods, Bad Schools? A High-Dimensional Model of Place-Based Disparities in Academic Achievement
Teacher Sorting and Inequalities in Student Achievement
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Executive functions development
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An education programme for the elimination of inequalities in Hungary
Ambitious instruction and student achievement
Teaching quality and student learning achievements in Ethiopian primary education
Do Schools Reduce or Exacerbate Inequality? How the Associations Between Student Achievement and Achievement Growth Influence Our Understanding of the Role of Schooling
Academic achievement in math and language of migrant and local students
The Relevance of Inequality Research in Sociology for Inequality Reduction
How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers
Are classrooms equalizers or amplifiers of inequality? A genetically informative investigation of educational performance
The nature-nurture of academic achievement at the intersection between gender, family background, and school context
The role of teachers and schools in explaining STEM outcome gaps
Research in Sociology of Education and Socialization (Research in Sociology of Education)
The Broken Compass
Estimating Teacher Impacts on Student Achievement
Teacher-Student Matching and the Assessment of Teacher Effectiveness
Teacher Sorting and the Plight of Urban Schools
Opportunities to Learn in America's Elementary Classrooms
Generalizations about Using Value-Added Measures of Teacher Quality
Value-added modeling
Representation in the classroom
Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
Measuring the Impacts of Teachers I
Who teaches whom? Race and the distribution of novice teachers
The Estimation of School Effects
How Large Are Teacher Effects?
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Teacher Quality in Educational Production
The Technology of Skill Formation
Teachers, Schools, and Academic Achievement
Equality of educational opportunity
Teachers, Race, and Student Achievement in a Randomized Experiment
Understanding the Black-White Test Score Gap in the First Two Years of School
Despite the Best Intentions
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Race and track location in U.S. public schools
A New Look at the Opportunity-to-Learn Gap across Race and Income
The Inconsistent Curriculum
Matthew Effects in Reading
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
The Implicit Prejudiced Attitudes of Teachers
From Social Ties to Social Capital
An Organizational Analysis of the Effects of Ability Grouping
Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
From the Achievement Gap to the Education Debt
Teacher expectations, classroom context, and the achievement gap
Toward a Theory of Culturally Relevant Pedagogy
Social Class, School and Non-School Environments, and Black/White Inequalities in Children's Learning
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Coached for the Classroom
Disparities within
Race, Cultural Capital, and Educational Resources
Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships
The Organizational Context of Learning
A Reconceptualization of School Effects
The Stratification of High School Learning Opportunities
Organizational Differentiation Of Students And Educational Opportunity
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Utilizing Multidimensional Measures of Race in Education Research
Fifty Years since the Coleman Report
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century
Systematic Sorting
Teacher Effects on Social and Behavioral Skills in Early Elementary School
When Race Matters
Does Schooling Increase or Reduce Social Inequality
Effectively Maintained Inequality
Cultural capital in educational research
The influence of habitus in the relationship between cultural capital and academic achievement
Learning-related behaviors, cognitive skills, and ability grouping when schooling begins
| Unique citing works | 22 |
|---|---|
| Citations per year | 2,75 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |