eric.ed.gov har udgivet: This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education’s largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has provided financial assistance to schools and districts with a high percentage of students from low-income families to help increase these students’ achievement. Title II-A of ESEA (Improving Teacher Quality State Grants) likewise provides substantial federal resources to support the education of low-income students, focusing specifically on improving educator quality. Title II-A funds may be used for teacher recruitment and retention, professional development, mentoring, induction, or class-size reduction. State grants under Title II-A… Continue Reading →
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eric.ed.gov har udgivet: This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education’s largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has provided financial assistance to schools and districts with a high percentage of students from low-income families to help increase these students’ achievement. Title II-A of ESEA (Improving Teacher Quality State Grants) likewise provides substantial federal resources to support the education of low-income students, focusing specifically on improving educator quality. Title II-A funds may be used for teacher recruitment and retention, professional development, mentoring, induction, or class-size reduction. State grants under Title II-A… Continue Reading →
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eric.ed.gov har udgivet: Decades of research have confirmed that teachers are the most important in-school factor for improving student achievement. Furthermore, studies find that access to effective teachers is most critical for students who struggle academically. Data from Tennessee shows that, on average, students who score at the lowest proficiency level see the largest gains after having a highly effective teacher for two or more consecutive years. Yet, low-performing students are less likely than their higher-performing peers to have access to the best teachers. To improve student achievement for all students, we must work toward ensuring that all students have access to effective teachers and that our lowest-performing students are not systemically assigned to lower-performing teachers. With this goal in mind, this report describes the current landscape of Tennessee students’… Continue Reading →
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eric.ed.gov har udgivet: Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of “de facto” segregation and “second-generation segregation.” Moreover, the predominantly White teaching force — a negative consequence of desegregation — has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several… Continue Reading →
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eric.ed.gov har udgivet: This document contains the appendixes for the full report, “Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia”. The School District of Philadelphia (SDP) provided data on teacher employment, teacher characteristics, student-teacher linkages, and school characteristics. The district’s Office of Research and Evaluation provided data on the grades and subjects that teachers taught by school year and data that enabled the study team to identify each student’s teachers by subject for research question 1. Finally, the Office of Research and Evaluation provided data on school characteristics, including student demographic characteristics, student proficiency level on state math and English language arts assessments, and school-level results from districtwide teacher surveys. A list of all data sources and variables used in the study, along with the… Continue Reading →
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eric.ed.gov har udgivet: We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students–as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)–in their eighth grade math test scores and high school course taking. We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added. We then show that teacher assignments are highly predictive of both eighth-grade test scores and advanced course taking in high school, and that differences between advantaged and disadvantaged students in teacher assignments explain significant portions… Continue Reading →
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