There is little doubt that teachers can have a major impact on the academic achievement of students. There is research that can back up that assertion. Such research has led school reformers and policymakers to conclude that what high-poverty schools need are more effective teachers. However, the various challenges of high-poverty schools, challenges that are not exclusive to the classroom or school building, may impede on the academic progress of students, no matter how highly effective faculty may be at any given high-poverty school. This study explores the relationship among (1) the academic achievement of high-poverty schools students in New Jersey and (2) the college and career readiness of high-poverty school students in New Jersey with the teacher effectiveness scores of teachers in those district schools during the 2013-2014 academic year.
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