Achieving Equity in Access to Qualified Teachers in HISD. Research Brief for the Houston Independent School District [Brief 1]

Autor/inn/en	Thomas, Tori; Sánchez-Soto, Gabriela
Institution	Rice University, Houston Education Research Consortium (HERC)
Titel	Achieving Equity in Access to Qualified Teachers in HISD. Research Brief for the Houston Independent School District [Brief 1]
Quelle	(2023), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Qualifications; School Districts; Teacher Characteristics; Student Characteristics; Educational Attainment; Teacher Certification; Special Education; English (Second Language); Bilingual Education; Teaching Experience; Teacher Background; Student Diversity; Diversity (Faculty); Minority Group Students; Minority Group Teachers; Racial Composition; Ethnicity; African American Students; African American Teachers; Hispanic American Students; Hispanic Americans; English Language Learners; Elementary Secondary Education; Texas (Houston) + Suchen Sie Ihr Suchwort? Lehrqualifikation; School district; Schulbezirk; Bildungsabschluss; Bildungsgut; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This study analyzed the equitable distribution of qualified teachers across schools in the Houston Independent School District (HISD) in the 2018-19 and 2019-20 school years. It examined how the characteristics of teachers were distributed in schools relative to the characteristics of the students attending those schools. For each HISD campus, the study assessed the percentage of teachers who have advanced degrees; the percentage of teachers with certifications in special education (SPED), English as a Second Language (ESL) or Bilingual Education; the percentage of teachers who have a background in education; and the average years of teaching experience. Findings showed that HISD teachers with certifications in SPED and ESL/Bilingual Education were equitably distributed across the campuses where students needed them most. However, HISD can improve the distribution of teachers with a formal background in education, advanced degrees, and more years of teaching experience. Given the racial/ethnic diversity of HISD students and teachers, this study also examined the extent to which the racial/ethnic makeup of students resembled that of the teachers in their schools. The study found that schools with the highest proportions of Black or Hispanic students also had the highest proportions of Black or Hispanic teachers respectively, meaning that Black or Hispanic students attending schools where they are the majority were more likely to be taught by teachers who looked like them. (As Provided).
Anmerkungen	Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/centers/houston-education-research-consortium
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01