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Classroom-based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers


by Gregory J Palardy 2015


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Cite This Article as: Teachers College Record Volume 117 Number 2, 2015, p. 1-48
http://www.tcrecord.org ID Number: 17773, Date Accessed: 10/18/2017 9:14:38 AM
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About the Author
  • Gregory Palardy
    University of California, Riverside
    GREGORY PALARDY is Assistant Professor of Education at the University of California, Riverside. His research centers on teacher and school effectiveness, educational equity, and quantitative methods for modeling those topics. His recent publications include: Palardy (2013), High school socioeconomic segregation and student attainment, American Educational Research Journal; Palardy & Vermunt (2010), Multilevel growth mixture models for classifying groups, Journal of Educational and Behavioral Statistics; and Palardy & Rumberger (2008), Teacher effectiveness in the first grade: The importance of background qualifications, attitudes, and instructional practices for student learning, Educational Evaluation and Policy Analysis.
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