This project examines whether low-income students are taught by less effective teachers than high-income students, and if so, whether reducing this inequity would close the student achievement gap.
Equal Access to Effective Teaching: What New Research Has to Say About the Problem and a Possible Solution
The U.S. Department of Education’s Institute of Education Sciences (IES) sponsored two large-scale studies. The first study uses data from 29 school districts around the country to measure whether disadvantaged students have the same access to effective teaching as other students. The second study was a randomized experiment conducted in 10 school districts around the country to measure the impact of an intervention known as the Talent Transfer Initiative that offers incentives for high-performing teachers to transfer to low-performing schools.
At this forum, a distinguished panel of experts discussed these recently released studies and how they contribute to the broader policy discussion about equal access to effective teaching.
Access to Effective Teaching for Low-Income Students
Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Evaluation Brief)
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.
Transfer Incentives for High Performing Teachers (In Focus Brief)
Many education policy experts have raised concerns that disadvantaged students, who are often concentrated in low-performing schools, do not have the same access to highly effective teachers as other students.