Contractors: Mathematica Policy Research, Inc.; American Institutes for Research
Recent Department of Education initiatives, such as Race to the Top, the Teacher Incentive Fund, and the flexibility policy for the Elementary and Secondary Education Act, are designed in part to ensure that disadvantaged students have equal access to effective teaching. This study provides information about the extent that disadvantaged students receive less-effective teaching than other students. The study also examines teacher mobility in participating districts and how patterns of mobility might contribute to unequal access.
The study is addressing the following key research questions:
The study is descriptive. It will document the distribution of effective teaching, as measured by value added, and changes in the distribution of effective teaching across the 2008–2009 through 2012–2013 school years. The study will also describe district polices designed to address inequitable distribution of effective teaching implemented during those years. Lastly, the study will examine teacher mobility patterns within participating districts. Data collection includes the annual collection of district administrative records including student achievement to conduct value added analyses as well as annual semi-structured interviews with district leadership to provide information on district policies. Data collection also includes district personnel data to examine teacher mobility within participating districts. The study will be conducted in 29 geographically-dispersed school districts.
Cost/Duration: $8,096,214 over 5 years (September 2010–September 2015)
Current Status: Data collection and analyses are underway for an additional evaluation brief and report to be released in 2014 and 2015, respectively. The reports on this study will be announced on http://ies.ed.gov/ncee/. The first report was released in November 2013 (see http://ies.ed.gov/ncee/pubs/20144001/index.asp).