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ERIC Number: EJ1407204
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1557-3060
EISSN: EISSN-1557-3079
Racial Differences in Student Access to High-Quality Teachers
Charles T. Clotfelter; Helen F. Ladd; Calen R. Clifton
Education Finance and Policy, v18 n4 p738-752 2023
Access to high-quality teachers in K-12 schools differs systematically by racial group. This policy brief reviews the academic research documenting these differences and the labor market forces and segregation patterns that solidify them. It also presents new analysis of differential exposure in North Carolina of white, black, and Hispanic students to teachers with different quality-related credentials across five grade-subject combinations. White students are most often in classrooms taught by teachers with strong credentials and least often by those with weak credentials, not only across the state as a whole, but also within most of the state's counties, especially those whose schools are most segregated by race. To address such disparities, decision makers at all three levels--state, district, and school--have various policy options to consider, with each level having an important role to play.
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://bibliotheek.ehb.be:2329/loi/edfp
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A