Corcoran, Sean P., & Evans, William N.
The Role of Inequality in Teacher Quality
New York University
Examining how the exposure of White and Black students to higher quality teachers has changed over fifteen years.
Journal Name or Institutional Affiliation:
Russel Sage Foundation
Steady Gains and Stalled Progress: Inequality and the Black-White Test Score Gap, Chapter 6, pp. 212-249
- The observed characteristics of teachers teaching Black students are for the most part similar to those teaching White students.
- Few important exceptions, such as teacher race, certification and experience. However, these differences tend to be small.
- Time-series comparisons demonstrate that the gap in qualifications, characteristics, and attitudes between teachers of the average Black and average White student widened during the 1990s.
- These differences are much more pronounced when comparing teachers in predominately Black schools to those in predominately White schools.
- Almost all of the growing inequality in exposure to experienced or qualified teachers during the 1990s can be explained by changes occurring at the elementary level.
- No evidence found that overall improvement at the secondary level masks important changes in teacher-student matching within schools (for example, through ability tracking).
- Overall finding is that differential changes in exposure to qualified teachers are an unlikely explanation for stalled progress in the achievement gap.
Chapter in Book
Achievement Gap, African American, Teachers
Secondary Survey Data
Method of Analysis:
Teachers and HS Sophomores
Unit of Analysis:
- Uses data from the Schools and Staffing Survey (SASS) series
- Uses data from the National Center for Education stattistics (NCES) for years 1988, 1991, 1994, 2000, and 2004.
- DV: Exposure of White and Black students to high quality teachers
- IV: Teacher effectiveness, teaching experience, advanced degrees, subject-matter preparation, certification, race, gender, self-reported attitudes and effort.