Teacher Inequality

Autores

  • Andrew J. Wayne SRI International

DOI:

https://doi.org/10.14507/epaa.v10n30.2002

Palavras-chave:

College Entrance Examinations, Disadvantaged Youth, Elementary School Teachers, National Surveys, Poverty, Secondary School Teachers, Selective Admission, Teacher Education, Teacher Qualifications, Urban Schools

Resumo

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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Biografia do Autor

Andrew J. Wayne, SRI International

Andrew Wayne works at SRI International in the Center for Education Policy, where his work addresses teacher quality, educational technology, and standards-based reform. Before coming to SRI, he served as a policy analyst for two national efforts to improve teacher quality. He holds degrees in social policy, physics, and education, and has worked as a teacher of science and computers. He can be reached at (703) 247-8491 or by email (above). Correspondence may be sent to the author at SRI International, 1611 North Kent Street, Arlington, VA 22209.

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Publicado

2002-06-13

Como Citar

Wayne, A. J. (2002). Teacher Inequality. Arquivos Analíticos De Políticas Educativas, 10, 30. https://doi.org/10.14507/epaa.v10n30.2002

Edição

v. 10 (2002)

Seção

Articles