Here’s a compelling column from Jill Barshay of The Hechinger Report analyzing a new study from the American Institutes for Research that reveals stark inequities in access to quality teachers in Washington’s public schools.
“For decades academic researchers have dueled over how to distinguish good teachers from bad ones. Some have zeroed in on using student test scores as a way of measuring which teachers are most effective. Critics have shown this measuring stick, called value-added measurement, to be deeply flawed.
So researchers have been going back to the drawing board, trying to prove that, no matter which measuring stick you use, the worst teachers usually end up teaching the most disadvantaged kids. Last month, one of the top researchers in this field, labor economist Dan Goldhaber, published a new study with some of the most convincing evidence yet.
His study, written with two colleagues, one at the American Institutes for Research (AIR), where Goldhaber is a vice president, and one at Macalester College, measured teacher quality in three different ways for every teacher in the state of Washington. They looked not only at student test score gains, but also at years of teacher experience and teacher licensing exam scores. Their study, “Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students,” was published online in the journal Educational Researcher on June 29, 2015.
Continue reading at The Hechinger Report here