For decades, research has documented notable and persistent gaps between advantaged and disadvantaged students. From funding to teacher quality to external school support, many of these gaps continue to pose complex challenges for schools, districts, and policymakers.

Those issues drive the May 2019 issue of Phi Delta Kappan Magazine, and this month we partner with Kappan to discuss their causes, impacts, and potential solutions.

This week we welcome Dan Goldhaber, director of the Center for Analysis of Longitudinal Data in Education Research (CALDER) at the American Institutes for Research, to discuss the latest research on teacher quality gaps in U.S. schools.

He joins Doug Ready, director of the Consortium for Policy Research in Education (CPRE) at Teachers College.

Featured research: Goldhaber, D., Quince, V., & Theobald, R. (2019) Teacher quality gaps in U.S. public schools: Trends, sources, and implications. Phi Delta Kappan, 100 (8), 14-19.