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Internal link – teacher inexperience

Experienced teachers eliminate achievements gaps – multiple studies

Powers, U.S. Bureau of Labor Statistics research economist, and Flint, U.S. Bureau of Labor Statistics former economist, 16 (Susan G. and Steven, "Labor productivity growth in elementary and secondary school services: 1989–2012", Bureau of Labor Statistics, June 2016, https://www.bls.gov/opub/mlr/2016/article/labor-productivity-growth-in-elementary-and-secondary-school-services.htm, 7-10-17, GDI-EC)

We begin with three studies conducted shortly after 2000 that influenced the economics of education considerably. In the first study, Hanushek and Kimko come to two central conclusions.67 First, countries that have students who score high on international tests in science and mathematics also have higher rates of economic growth. Second, immigrants to the United States who come from countries with higher scores also earn more in the United States. These results suggest that these countries produce high-quality human capital and are thus able to grow more quickly. Such evidence is also consistent with an emphasis on science and technology education.

In a second study, Hanushek shows that, in most contexts, more resources devoted to education do not lead to better results.68 A few exceptions to this general rule exist, mostly among young children and disadvantaged groups. For example, Hanushek remarks that if disadvantaged students were fortunate enough to have strong teachers, at the 85th percentile, for 5 consecutive years, such a boost in itself would be sufficient to eliminate the entire gap between mainstream and disadvantaged students.69 What stands out most strongly from this study is how additional resources generally do not lead to improved results. Findings such as these have led scholars to conclude that, since added resources do not work, educators will have to fundamentally change the structure of schools and their incentives to produce better outcomes.

In the final study, Rivkin, Hanushek, and Kain studied the value added of learning of students in Texas schools.70 “Value added” is a measure of a student’s learning in a given year, and it is measured by the increase from the previous year’s test scores. The value-added measure reflects the “gain” in a student’s test scores compared with previous years’ scores and controls for family, neighborhood, and school influences on a student. This value-added approach makes adjusting for individual student differences in learning capability possible. Teacher evaluation by year-to-year gains in student achievement then become a useful additional measure of teacher effectiveness.

Teacher effects are generally found to be consistent over time: Teachers with high value-added scores within a given year tend to have similar scores in other years; teachers with low value-added scores tend to have similar scores in other years. This result has been the basis for a renewed emphasis on measuring and rewarding good teachers.

After the Rivkin et al. study and other similar work showed that teacher value added could be estimated, further work analyzing education in terms of teacher value-added data then exploded. New teachers were found to have below-average teacher scores in their earlier years, particularly in their first year.71 Many teachers with especially low scores in their early years soon left the profession. Having shown that low income and minority students are taught more frequently by beginner teachers and experience higher teacher turnover rates, Rivkin et al. and others argued for implementing policy incentives such as higher pay to retain more experienced, qualified teachers for disadvantaged students.72 Teacher scores were uncorrelated with many factors often used in teacher pay, such as the presence of a graduate degree.73

Teacher experience key element in disparity in quality of education, funding not key

Knight, Center for Education Research and Policy Studies, and DeMatthews , Educational Leadership and Foundations, 2016 

(David and David “Are ∂ school districts allocating resources equitably? ∂ Implications for Title I funding and the Every Student Succeeds Act” CERPS Working Paper 2016∂ -∂ 2∂ . ∂ University of ∂ Texas at El Paso, El Paso, TX. http://www.utep.edu/education/cerps/_Files/docs/papers/CERPS_Working_Paper_2016_2.pdf accessed 7-6-17 GDI - TM)

We also find that despite district efforts to equalize learning opportunities by providing equitable funding across schools, novice teachers are clustered in higher-poverty and higher- minority schools within districts nationally. While districts typically have direct control over class size and teacher-pupil ratio policies – and many staff higher-poverty schools with more teacher per student – districts have far less control over the distribution of teacher experience (Darling-Hammond, 2004; Loeb & Strunk, 2007). As a result, districts allocate more funding to their higher-poverty schools by lowering class sizes, rather than having more experienced teachers in those schools. At the same time, these broad averages mask substantial variation in teacher resource gaps. Many districts actually provide less funding per student for teacher salaries in schools with the highest percent of low-income students and student of color, while other districts have equal to or more experienced teachers in their highest need schools. In contrast to teacher resources, most of the variation in teacher resource gaps is across districts in the same state.

Less access to experienced teachers and lower resourced teacher undermine underserved minority students’ education performance

Resmovits, Senior Education Reporter, The Huffington Post, 2k14 (Joy, “American Schools Are STILL Racist, Government Report Finds”accessed 7/04/17 published 3/21/14 www.huffingtonpost.com/2014/03/21/schools-discrimination_n_5002954.html GDI-XRL)

Black students are suspended or expelled at triple the rate of their white peers, according to the U.S. Education Department’s 2011-2012 Civil Rights Data Collection, a survey conducted every two years. Five percent of white students were suspended annually, compared with 16 percent of black students, according to the report. Black girls were suspended at a rate of 12 percent — far greater than girls of other ethnicities and most categories of boys.

At the same time, minority students have less access to experienced teachers. Most minority students and English language learners are stuck in schools with the most new teachers. Seven percent of black students attend schools where as many as 20 percent of teachers fail to meet license and certification requirements. And one in four school districts pay teachers in less-diverse high schools $5,000 more than teachers in schools with higher black and Latino student enrollment.

Such discrimination lowers academic performance for minority students and puts them at greater risk of dropping out of school, according to previous research. The new research also shows the shortcomings of decades of legal and political moves to ensure equal rights to education. The Supreme Court’s landmark 1954 Brown v. Board of Education ruling banned school segregation and affirmed the right to quality education for all children. The 1964 Civil Rights Act guaranteed equal access to education.