Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. Teacher Policy Research . 05/2005.
ABSTRACT: Those concerned with educational policy face a stark reality: the students failing to achieve even minimal levels of educational achievement typically are taught by individuals whose qualifications are relatively weakest and often inadequate. These same students are most dependent upon their teachers and schools for academic learning, as nearly all of them come from disadvantaged home and community environments. This reality raises a set of questions: What is the extent to which teacher quality differs across student groups? What are the underlying causes and consequences for student learning? How can public policies best address the challenge of assuring that all students are taught by the high quality teachers needed for their educational success? We address these questions in this chapter.