This study snapshot offers a summary of "Access to Effective Teaching for Disadvantaged Students. NCEE 2014-4001," the first report from a study initiated by the U.S. Department of Education's Institute of Education Sciences to examine access to effective teaching for disadvantaged students in 29 diverse school districts. The study compared the average effectiveness of teaching experienced by disadvantaged students to other students, using value-added analysis to measure effective teaching. It then compared the average value-added of the teachers of disadvantaged students to the average value added of the teachers of all other students. Free or reduced-price lunch eligibility was used to identify disadvantaged students. The 29 districts included in the study are geographically diverse and have similar characteristics to the 100 largest districts in the United States. Findings included: (1) Disadvantaged students received less effective teaching than other students in the 29 study districts on average across three school years; (2) Access to effective teaching varied across study districts; and (3) Access to effective teaching was more related to the placement of teachers and students across schools than the way that students were assigned to teachers within schools. (Contains 2 exhibits.) [For the full final report with technical details: Isenberg, Eric, Max, Jeffrey, Gleason, Philip, Potamites, Liz, Santillano, Robert, Hock, Heinrich, and Hansen, Michael (2013), "Access to Effective Teaching for Disadvantaged Students" (NCEE 2014-4001), see ED544345.]