Examining the Moderating Effect of Teacher Experience on Academic Achievement in Urban Schools

• In Event: Advancing Academic Achievement and Teacher Experience in Urban Schools

Abstract

This study explores the relationship between student demographics, including race/ethnicity and socioeconomic status, and student achievement, examining whether teacher experience moderates this relationship in Knoxville. Using CRSA, maps were created to display the geographic distribution of experienced teachers across the Knoxville metropolitan area. Findings reveal that although teacher experience did positively impact the achievement of students, there was inequitable access to experienced teachers for students from neighborhoods with lower median household incomes and for students of color. A discussion of implications for educational policy and practice, highlights the need for interventions that address these disparities to improve educational outcomes.

Author

• Emily Holtz, University of Tennessee