But since the report's publication, scholars have developed more precise data on teacher effectiveness, and, by probing
at differences in teacher quality within schools, have found very large impacts of teacher quality on student achievement.
Not exact matches
At the same time, most of the
difference in achievement between low - income and high - income students is not due to
differences in teacher quality.
Indeed, a close look
at MCAS results shows there is surprisingly little
difference between the
quality of teaching
in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all
teachers in the district and disaggregated by student demographics, specifically race and poverty.
Jacob Werblow, an assistant professor of Educational Leadership
at Central Connecticut State University and Harber Fellow of Education
at Wesleyan University, said «
Differences in average standardized test score performance have little to do with
teacher or school
quality.