Unequal Opportunity to Learn: Longitudinal Analysis of the Teacher Quality Gap in Texas

• In Event: 25.056 - Resources Allocation in Pre-K–16 Education

Abstract

Policymakers point to education as a mechanism for reducing inequality. Yet, among K-12 schools, the most advantaged students are disproportionately assigned to the highest quality teachers, causing a “teacher quality gap” between historically underserved students and their more advantaged peers. Drawing on statewide student-level data from Texas, this study analyzes the source of teacher quality gaps over the past 20 years. I use a broad array of indicators of teacher quality including years of experience, certification status, and value-added measures of effectiveness, among others. I find that while teacher quality gaps have persisted over time, the largest gaps are between school districts in the same labor market. I discuss implications for school district recruitment and retention policies.

Author

• David S. Knight, University of Washington