Access to Effective Teaching for Low-Income Students

Prepared For

U.S. Department of Education

U.S. Department of Education, Institute of Education Sciences

This project examined 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.

Inequality in educational outcomes is substantial and persistent in the United States. Recent policy initiatives to address these gaps have emphasized teachers’ contributions to student achievement. A key question for policymakers is whether inequality in educational outcomes is caused by differences in students’ access to effective teachers.

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Philip Gleason

Philip Gleason

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Jonah Deutsch

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Jeffrey Max

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