Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts (Executive Summary)

Key Findings:

• High- and low-income students have similar chances of being taught by the most effective teachers and the least effective teachers.
• There are small differences in the effectiveness of teachers of high- and low-income students in the average study district.
• In a small subset of study districts, there is meaningful inequity in access to effective teachers in math.
• Teacher hiring and transfer patterns are consistent with small differences in the effectiveness of teachers of high- and low-income students. Patterns of teacher attrition do not contribute to inequitable access to effective teachers.