Do Low-Income Students Have Equal Access to Effective Teachers?

2021 ◽  
pp. 016237372110405
Author(s):  
Eric Isenberg ◽  
Jeffrey Max ◽  
Philip Gleason ◽  
Jonah Deutsch
Keyword(s):  
Low Income ◽  
Effective Teachers ◽  
English Language ◽  
Value Added ◽  
Low Income Students ◽  
Average Value ◽  
Geographically Dispersed ◽  
A Value ◽  
Value Added Model ◽  
Standard Deviations

We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.

scholarly journals School District Reform in Newark: Within- and Between-School Changes in Achievement Growth

ILR Review ◽  
2018 ◽  
Vol 72 (2) ◽  
pp. 323-354 ◽  
Author(s):  
Mark Chin ◽  
Thomas J. Kane ◽  
Whitney Kozakowski ◽  
Beth E. Schueler ◽  
Douglas O. Staiger
Keyword(s):  
School District ◽  
Language Arts ◽  
English Language ◽  
Value Added ◽  
School District Reform ◽  
School Year ◽  
A Value ◽  
Achievement Growth ◽  
Value Added Model ◽  
Using Data

In the 2011–12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008–09 through 2015–16, the authors evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a “value-added” model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools.

scholarly journals Teacher Value Added in a Low-Income Country

2020 ◽  
Vol 12 (1) ◽  
pp. 62-96 ◽  
Author(s):  
Natalie Bau ◽  
Jishnu Das
Keyword(s):  
Public Sector ◽  
Private Sector ◽  
Content Knowledge ◽  
Low Income ◽  
Effective Teachers ◽  
Value Added ◽  
Teacher Characteristics ◽  
Income Country ◽  
Low Income Country ◽  
Using Data

Using data from Pakistan, we show that existing methods produce unbiased and reliable estimates of teacher value added (TVA) despite significant differences in context. Although effective teachers increase learning substantially, observed teacher characteristics account for less than 5 percent of the variation in TVA. The first two years of tenure and content knowledge correlate with TVA in our sample. Wages for public sector teachers do not correlate with TVA, although they do in the private sector. Finally, teachers newly entering on temporary contracts with 35 percent lower wages have similar distributions of TVA to the permanent teaching workforce. (JEL I21, J31, J41, J45, O15)

scholarly journals Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Bidya Raj Subedi ◽  
Bonnie Swan ◽  
Michael C. Hynes
Keyword(s):  
Hierarchical Linear Model ◽  
Value Added ◽  
School Level ◽  
Effect Sizes ◽  
School Factors ◽  
Gain Scores ◽  
A Value ◽  
Value Added Model ◽  
School Poverty ◽  
Level Effect

This paper investigated the effect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employing a three-level hierarchical linear model (HLM) through value-added model (VAM) approach. The analysis investigated significant predictors at student, teacher, and school levels for predicting students' gain scores and also estimated d-type effect sizes at teacher and school levels. We found the significant effects of teacher's mathematics content certification, teacher experience, and the interaction effects of mathematics content certification with student level predictors. Although school poverty significantly predicted students' gain scores, the school level effect was relatively small.

A “Value-Added” Model of Measuring Performance

1986 ◽  
Vol 34 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Chimezie A. B. Osigweh
Keyword(s):  
Value Added ◽  
A Value ◽  
Value Added Model

scholarly journals Facilitating Patient Recruitment Process for Research

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Bing Li ◽  
Braden Manns ◽  
Jim Raso ◽  
Terry Saunders ◽  
Jeff Bakal
Keyword(s):  
Low Income ◽  
Data Communication ◽  
Research Administration ◽  
Recruitment Process ◽  
Geographically Dispersed ◽  
A Value ◽  
Cardiovascular Morbidity And Mortality ◽  
University Of Calgary ◽  
Icd Codes ◽  
The University

IntroductionThe Assessing outcomes of enhanced Chronic disease Care through patient Education and a value-based formulary Study (ACCESS) conducted from the University of Calgary trial is seeking 4700 low-income Albertans over the age of 65 years at high risk for cardiovascular morbidity and mortality. Recruitment efforts using advertising, conventional methods including posters and brochures in pharmacies have been challenging. The use of admail was attempted but fewer than 260 people (out of nearly 122,000 letters mailed) were enrolled. Objectives and ApproachThe objective was to determine if linking data collected by Alberta Health Service (AHS) could identify eligible patients and facilitate recruitment for the study. We extracted cohorts of data based ICD codes. These patient’s data were linked with Admission, Discharge and Transfer (ADT) and Master Patient Index (MPI) data to pull patient’s names, addresses and postal codes. Deceased and previously contacted patients were eliminated. The final patient name-list from the Analytics team was merged with a notification letter from Research Administration and sent by the data communication team to candidate patients. Interested patients contacted the researchers. Once informed consent was obtained, the data communication team sent the study questionnaire to the patients directly. Results30,343 eligible patients were identified in Calgary and 23,305 in Edmonton. Out of 13825 people contacted, 304 people were enrolled into the study – a significantly higher rate than using other mail-based methods. Conclusion/ImplicationsBy linking various health administrative data, we assisted researchers to identify potential participants who would otherwise be inaccessible and geographically dispersed across Alberta. This effectively facilitated the recruitment process and enabled patients from across the province to participate with minimal investments.

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