摘要：Recent research suggests that lower-income schools have less effective teachers than do more affluent schools. This study seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region, and policy solutions are explored.
其他摘要：Recent research suggests that lower-income schools have less effective teachers than do more affluent schools. This study seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region, and policy solutions are explored.
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