Is Teacher Sorting a Global Phenomenon? Cross-National Evidence on the Nature and Correlates of Teacher Quality Opportunity Gaps

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

21

Teacher Characteristics; Teacher Distribution; Comparative Education; Foreign Countries; Educational Policy; Equal Education; Teacher Effectiveness

Singapore; United Arab Emirates; United States; Netherlands; Norway; Australia; Denmark; Canada; Sweden; Belgium; Finland; United Kingdom (England); Japan; France; Italy; Spain; South Korea; Israel; Portugal; Czech Republic; Slovakia; Estonia; Poland; Croatia; Chile; Latvia; Mexico; Malaysia; Romania; Bulgaria; Brazil; Serbia

10.3102/0013189X18794401

0013-189X

Although substantial evidence from the United States suggests that more qualified teachers are disproportionately concentrated in the schools and classrooms of academically and socioeconomically advantaged children, it is not clear whether the problem of teacher sorting is global in scope. This study uses data from the 2013 Teaching and Learning International Survey to examine whether and how school- and classroom-level teacher distribution patterns vary across 32 education systems with diverse national contexts and education policies. We find that cross- and within-school teacher sorting is common in most countries but within-school sorting is more pronounced in higher income countries. We also identify several national policy variables that are significantly related to both cross-school and cross-classroom sorting of teachers.

As Provided

45

2018

EJ1198856