Effective Teaching as a Civil Right

2011, NO.31

Two approaches to teaching effectiveness – performance management and instructional capacity building – are sometimes seen as mutually exclusive: how can they work together to address persistent achievement and opportunity gaps?

AISR collaborated with the Warren Institute on VUE 31. This issue, produced in partnership with the Chief Justice Earl Warren Institute on Law and Social Policy, University of California Berkeley School of Law, was inspired and informed by research presentations and discussions on equitable access to effective teaching at the Warren Institute’s Civil Rights Research Roundtable on Education in March 2011.

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About this issue

The Annenberg Institute for School Reform gratefully acknowledges the support and collaboration of the Chief Justice Earl Warren Institute on Law and Social Policy, University of California Berkeley School of Law, for this issue of Voices in Urban Education. The issue was inspired and informed by research on equitable access to effective teaching presented at the Warren Institute’s Civil Rights Research Roundtable on Education of March 10–11, 2011, along with discussions in response to the presentations. The lead article, by Lisa Quay, is based on the Warren Institute’s research brief Closing the Revolving Door: Understanding the Nature and Causes of Disparities in Access to Effective Teaching. For more information and the full research brief, see www.warreninstitute.org.