Examining the Moderating Effect of Teacher Experience on Academic Achievement in Urban Schools: A Critical Spatial Analysis of Access

Abstract

This study investigates the moderating effect of teacher experience on academic achievement in urban schools, focusing on the comparison between Texas and Tennessee. Using critical race spatial analysis (CRSA), the research maps the geographic distribution of experienced teachers in urban areas and examines how this distribution relates to student demographics and academic outcomes. Findings reveal that students in historically marginalized communities often have less access to experienced teachers, contributing to persistent achievement gaps. The study provides insights into how the unequal distribution of experienced educators perpetuates educational inequities, particularly in communities of color. By examining Tennessee’s urban education context as a mirror for Texas, the paper highlights the broader implications for state policy and educational reform. These results underscore the need for systemic efforts to ensure equitable access to experienced teachers in urban schools, aiming to improve academic outcomes for all students.