Teacher Inequality
When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article...
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| Format: | Article |
| Language: | English |
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Arizona State University
2002-06-01
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| Series: | Education Policy Analysis Archives |
| Online Access: | http://epaa.asu.edu/ojs/article/view/309 |
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Article |
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doaj-4bf4a30a5d04456a9eefbf785ae251252020-11-25T02:22:16ZengArizona State UniversityEducation Policy Analysis Archives1068-23412002-06-011030Teacher InequalityAndrew J. WayneWhen discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings commend attention to the gap in academic skills in the formulation of future policy and research on the teacher quality gap. http://epaa.asu.edu/ojs/article/view/309 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Andrew J. Wayne |
| spellingShingle |
Andrew J. Wayne Teacher Inequality Education Policy Analysis Archives |
| author_facet |
Andrew J. Wayne |
| author_sort |
Andrew J. Wayne |
| title |
Teacher Inequality |
| title_short |
Teacher Inequality |
| title_full |
Teacher Inequality |
| title_fullStr |
Teacher Inequality |
| title_full_unstemmed |
Teacher Inequality |
| title_sort |
teacher inequality |
| publisher |
Arizona State University |
| series |
Education Policy Analysis Archives |
| issn |
1068-2341 |
| publishDate |
2002-06-01 |
| description |
When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings commend attention to the gap in academic skills in the formulation of future policy and research on the teacher quality gap. |
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http://epaa.asu.edu/ojs/article/view/309 |
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