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School-based teacher hiring and achievement inequality: A comparative perspective
ARTICLE

International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

The study examines associations between school-based teacher hiring and achievement inequality in mathematics and science. Using a nationally representative sample of 295,416 students from 34 OECD member countries who participated in the Program for International Student Assessment (PISA) 2012, the study finds that school-based hiring is associated with a larger gap in the distribution of teacher quality between advantaged and disadvantaged schools. This study also finds an association between school-based hiring and inequality of achievement based on socioeconomic status. This suggests that school-based hiring may contribute to exacerbating inequality in learning opportunities and increasing family background’s positive effect on achievement.

Citation

Han, S.W. (2018). School-based teacher hiring and achievement inequality: A comparative perspective. International Journal of Educational Development, 61(1), 82-91. Elsevier Ltd. Retrieved May 27, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2017.12.004

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