000			01300nab a2200181 4500
003			OSt
005			20230724170208.0
007			cr aa aaaaa
008			230724b |||||||| |||| 00| 0 eng d
100			_aBrantlinger, Andrew _956282
245			_aThe Meritocratic Mystique and Mathematical Mediocrity in Hard-to-Staff Schools: _bA Critique of the Best and Brightest Teacher Agenda/
260			_bSage, _c2020.
300			_aVol 55, Issue 7, 2020( 1076–1104 p.)
520			_aThis article presents a critique of a teacher quality agenda promoted by a network of elitiste organizations in the United States. Network leaders posit that gaps in teacher quality cause achievement gaps. Their solution is to incentivize the graduates of the nation’s most selective colleges to teach in hard-to-staff schools. Summarizing prior results from secondary mathematics, this article argues that selective college graduates do not make particularly effective teachers and, given their high rates of attrition, do more harm than good. It concludes with the recommendation to invest instead in the development of community teachers to teach core subjects like mathematics.
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085919894040
942			_2ddc _cEJR
999			_c13974 _d13974