Overall, year 1 results on MacMillan for kindergarten students with
lower reading scores demonstrated a significant difference of.000; for first grade overall results were not significant; second grade results were significant at.000; and third grade results were significant at.042.
But perhaps this problem has never been stated as starkly as in a recent paper examining the distribution of teacher quality in Washington state: «We
demonstrate that in elementary, middle school, and high school classrooms (both math and
reading), every measure of teacher quality — experience, licensure exam
score, and value - added estimates of effectiveness — is inequitably distributed across every indicator of student disadvantage — free / reduced lunch status, underrepresented minority, and
low prior academic performance.»