Open AccessTeacher Inequality
Author(s) -
Andrew J. Wayne
Publication year - 2002
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.727
H-Index - 46
ISSN - 1068-2341
DOI - 10.14507/epaa.v10n30.2002
Subject(s) - certification , teacher quality , poverty , inequality , quality (philosophy) , psychology , alternative teacher certification , academic achievement , mathematics education , pedagogy , teacher education , political science , economics , mathematical analysis , metric (unit) , philosophy , operations management , mathematics , epistemology , law
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.