National Institute for Urban School Improvement
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part of the Education Reform Networks

Teacher Quality and Student Performance in New York City's Low-Performing Schools

Link: C:\EBK\ARTICLES\Gamm Radner article.doc

Evaluated achievement data on low- and high-performing urban elementary and middle school students and data on teacher characteristics, investigating relationships between teacher quality and student achievement. While poverty and minority status may have negatively influenced school achievement, they were exacerbated by stresses created by the school system. The lower the percentage of teachers who were fully licensed, permanently assigned, and who had teaching experience, the lower the school-level academic performance.

  • Contributor: Ascher,Carol, Fruchter, Norm
  • Journal/Secondary Title: Journal of Education for Students Placed at Risk
  • Number: 3
  • Volume: 6
  • Year: 2001

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