Handbook Policy Synthes.

Cardichon, Jessica; Carver-Thomas, Desiree; Hyler, Maria E.; Darling‐Hammond, Linda

doi:10.2307/j.ctv2xqngb9.79

Cited by 11 publications

(14 citation statements)

References 0 publications

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“…This is a contemporary issue because racial equity in school quality has never been achieved in the United States and school racial segregation has grown more extreme in recent decades. 14 For example, based on 2016 Civil Right Collection data, schools that were attended by non-White students had twice as high number of inexperienced teachers as 35 schools attended by predominantly White students 22 and unequal access to high-quality teachers is among the contributors to the contemporary achievement gap between non-White and White students. 35 Our study highlights how this lack of investment is one systemic tool that contributes to and perpetuates inequalities in cognitive function among older Black adults.…”

Section: Discussionmentioning

confidence: 99%

“…While we were able to examine multiple school quality indicators that are relevant for high school students today 22,23 , there may be other relevant school quality metrics we were not able to operationalize. Thus, future studies should explore the role of additional aspects of school quality, such as class size.…”

Section: Unanswered Questions and Future Directionsmentioning

confidence: 99%

“…Principals at each school responded to a survey of over 100 questions regarding school characteristics from which we selected six indicators of school quality based on the indicators currently used to measure school quality in the Unites States 22,23 , previous literature 24). Three categories (< = $2999, $3000-3499, $4000 = >) were created from original ten to capture the annual starting salary for teacher with a bachelor's degree and no experience.…”

Section: Indicators Of School Qualitymentioning

confidence: 99%

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High school quality is associated with cognition 58 years later

Seblova

Eng

Avila‐Rieger

et al. 2023

Alz & Dem Diag Ass & Dis Mo

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We leveraged a unique school‐based longitudinal cohort—the Project Talent Aging Study—to examine whether attending higher quality schools is associated with cognitive performance among older adults in the United States (mean age = 74.8). Participants (n = 2,289) completed telephone neurocognitive testing. Six indicators of high school quality, reported by principals at the time of schooling, were predictors of respondents’ cognitive function 58 years later. To account for school‐clustering, multilevel linear and logistic models were applied. We found that attending schools with a higher number of teachers with graduate training was the clearest predictor of later‐life cognition, and school quality mattered especially for language abilities. Importantly, Black respondents (n = 239; 10.5 percentage) were disproportionately exposed to low quality high schools. Therefore, increased investment in schools, especially those that serve Black children, could be a powerful strategy to improve later life cognitive health among older adults in the United States.

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Section: Discussionmentioning

confidence: 99%

Section: Unanswered Questions and Future Directionsmentioning

confidence: 99%

Section: Indicators Of School Qualitymentioning

confidence: 99%

See 1 more Smart Citation

High school quality is associated with cognition 58 years later

Seblova

Eng

Avila‐Rieger

et al. 2023

Alz & Dem Diag Ass & Dis Mo

View full text Add to dashboard Cite

show abstract

“…For example, statewide data from 2016 showed that schools with high enrollment of students of color employed more than 4 times as many uncertified teachers and nearly twice as many inexperienced teachers as schools with low enrollment of students of color. 100 Collectively, these findings reveal substantial leaks in the teacher pipeline at numerous stages-from the point at which candidates first consider becoming teachers but may be deterred, into and through the teacher preparation and certification process, and via attrition for various reasons once teachers do enter the classroom. Figure 12 provides a visualization of these leaks at various points in the teacher pipeline.…”

Section: Figure 10 Additional Months Of Learning In Mathematics Per Y...mentioning

confidence: 99%

Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities

Bland¹,

Wojcikiewicz²,

Darling‐Hammond³

et al. 2023

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Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data.

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“…At the classroom level, OTL research often captures instructional inputs—such as instructional quality, time on task, and exposure to certain subjects/skills—to examine whether these inputs are related to measures of student learning (Elliott, 2015; Kurz, 2011). At a broader school or district policy level, many studies document differences in access to instructional resources associated with better student outcomes, such as more experienced teachers (Cardichon et al, 2020), higher academic tracks (Oakes, 2005), or more advanced courses (Hallett & Venegas, 2011). Across studies, students from low-income families and students of color, especially Black students, have systematically lower access to these instructional resources or learning opportunities (Carter & Welner, 2013; Duncan & Murnane, 2011).…”

Section: Conceptualizing Students’ Opportunity To Learn Remotely Duri...mentioning

confidence: 99%

Broadband Access, District Policy, and Student Opportunities for Remote Learning During COVID-19 School Closures

Patrick

Grissom²,

Woods

et al. 2021

AERA Open

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We conceptualize students’ opportunities to learn remotely during the initial school closures associated with the COVID-19 pandemic. We then examine variation in remote instruction using an original statewide survey of teachers in Tennessee, deployed just a few weeks into the closures. Using three-level logistic regression models, we explore potential predictors of regular remote instruction, including prepandemic measures of broadband access, the demographic composition of schools, and measures of district policy responses created from districts’ public COVID-19 plans. We find that teachers in schools serving more economically disadvantaged students and in rural districts are less likely to report regular remote instruction, especially via providing digital resources and holding virtual classes or tutoring. Fewer opportunities for Tennessee’s rural students appear driven in part by lower community access to high-speed broadband, but district policies to distribute technology may partially mitigate this gap in access.

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Handbook Policy Synthes.

Cited by 11 publications

References 0 publications

High school quality is associated with cognition 58 years later

High school quality is associated with cognition 58 years later

Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities

Broadband Access, District Policy, and Student Opportunities for Remote Learning During COVID-19 School Closures

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