Access to Effective Teaching for Disadvantaged Students (Interim Report)

Publisher: Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education
Nov 30, 2013
Authors
Eric Isenberg, Jeffrey Max, Philip Gleason, Liz Potamites, Robert Santillano, Heinrich Hock, and Michael Hansen
This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences.