Research Database

Vergara v. California “At A Crossroads: A Comprehensive Picture of How African-American Youth Fare in Los Angeles County Schools.” The Education Trust-West. February 2013.

Equal Access to Effective Teaching

This report examines the demographics of Los Angeles County Schools, specifically African-American academic outcomes and non-academic outcomes. It paints a clear picture of the failures of the system, replete with troubling statistics including: “63 percent of African-American students graduate from high school in four years” and “1 in 5 African-American middle school and high school students are proficient in Algebra I.”

Vergara v. California “Great Teachers for Every Child: A Matter of Social Justice.” Students First (May 2012).

Equal Access to Effective Teaching

This report synthesizes research and analysis of California’s schools and explains how the state’s bureaucratic seniority-based layoff policy disproportionately impacts low-income and minority communities—particularly African-Americans and Latinos. It also addresses the impact of the state budget crisis on teacher layoffs under California’s seniority-based policy.

Vergara v. California Sanders, William L. and June C. Rivers. “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement.” University of Tennessee, Value‐Added Research and Assessment Center (November 1996).

Equal Access to Effective Teaching

This report on the Tennessee value-Added Assessment System’s achieves two purposes: first, it reaffirms the new scheme’s ability to deliver efficient and effective feedback on individual teachers’ influence on the rate of academic growth. Second, it concludes that differences in student achievement of 50 percentile points were observed as a result of teacher sequence after only three years, and the effects of teachers on students achievement are both additive and cumulative with little evidence of compensatory effects.