Power Play? Teacher Characteristics and Class Assignments. Working Paper 59

Autor/inn/en	Kalogrides, Demetra; Loeb, Susanna; Beteille, Tara
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Power Play? Teacher Characteristics and Class Assignments. Working Paper 59
Quelle	(2011), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Characteristics; Teacher Persistence; Reading Achievement; Mathematics Achievement; Comparative Analysis; Teacher Effectiveness; Educational Attainment; Teacher Placement; Correlation; Teaching Experience; Racial Differences; Gender Differences; Power Structure; Minority Groups; Females; Public Schools; Surveys; Age Differences; Teacher Leadership; Professional Development; Language Proficiency; Low Income Groups; Student Characteristics; Attendance Patterns; Suspension; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsabschluss; Bildungsgut; Korrelation; Rassenunterschied; Geschlechterkonflikt; Ethnische Minderheit; Weibliches Geschlecht; Public school; Öffentliche Schule; Survey; Umfrage; Befragung; Age; Difference; Age difference; Altersunterschied; Lehrerfunktionsstelle; Language skill; Language skills; Sprachkompetenz; Ausschluss; Schulausschluss
Abstract	While prior research has documented differences in the distribution of teacher characteristics across schools serving different student populations, few studies have examined how teacher sorting occurs within schools. Comparing teachers who teach in the same grade and school in a given year, the authors find less experienced, minority, and female teachers are assigned students with lower average prior achievement, more prior behavioral problems, and lower prior attendance rates than their more experienced, white and male colleagues. Though more effective (higher value-added ) teachers and those with advanced degrees are also assigned less difficult classes, controlling for these factors does not eliminate the association between experience, race, gender, and assignments. The authors hypothesize that this pattern of class assignments results, in part, from power relations among teachers within a school, a process that works to disadvantage those with less experience and from minority and female backgrounds, as well as from parental pressures. These patterns have negative implications for teacher retention given the importance of working conditions for teachers' career decisions. Teacher Value-Added Estimation is appended. (Contains 3 figures, 10 tables, and 8 footnotes.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10