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

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  • Han, Seong Won

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.

Suggested Citation

  • Han, Seong Won, 2018. "School-based teacher hiring and achievement inequality: A comparative perspective," International Journal of Educational Development, Elsevier, vol. 61(C), pages 82-91.
    • Handle: RePEc:eee:injoed:v:61:y:2018:i:c:p:82-91
    DOI: 10.1016/j.ijedudev.2017.12.004
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    References listed on IDEAS

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