Ensuring Equitable Access to Great Teachers: State Policy Priorities

Autor/in	Ross, Elizabeth
Titel	Ensuring Equitable Access to Great Teachers: State Policy Priorities
Quelle	In: Phi Delta Kappan, 100 (2019) 8, S.20-26 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719846884
Schlagwörter	Equal Education; Educational Quality; Teacher Competencies; Low Income Students; Minority Group Students; Educational Legislation; Elementary Secondary Education; Federal Legislation; Data Collection; Experienced Teachers; Statewide Planning; Intervention; Change Strategies + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lehrkunst; Bildungsrecht; Schulgesetz; Bundesrecht; Data capture; Datensammlung; Planwirtschaft; Lösungsstrategie
Abstract	Research reliably demonstrates that teachers are the most important in-school factor affecting students' learning and lives. Yet on myriad measures of teacher quality, students from low-income families and students of color are less likely to have equitable access to excellent teachers. States set forth their plans to address any existing disparities in vulnerable students' access to great teachers under the Every Student Succeeds Act (ESSA). However, after analyzing the specific provisions related to teacher equity in all 50 states and the District of Columbia's ESSA plans, the National Council on Teacher Quality found significant opportunities for improvement, as well as limited promising practices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01