Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers

Autor/inn/en	Cardichon, Jessica; Darling-Hammond, Linda; Yang, Man; Scott, Caitlin; Shields, Patrick M.; Burns, Dion
Institution	Learning Policy Institute
Titel	Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers
Quelle	(2020), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Equal Education; Experienced Teachers; Teacher Certification; Minority Group Students; Beginning Teachers; School Location; Enrollment; Teacher Effectiveness; White Students; Achievement Gap; Educational Policy; Disadvantaged Schools; Disproportionate Representation; Teacher Distribution; Public Schools; Elementary Schools; Secondary Schools + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Junior teacher; Junglehrer; Schulgelände; Einschulung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Sekundarschule
Abstract	Decades of research show that fully certified and experienced teachers matter for student achievement. Yet, providing all students with equitable access to such teachers has long been a struggle in U.S. schools. This report analyzes data from the U.S. Department of Education's two most recent years of the biannual Civil Rights Data Collection (CRDC)--2014 and 2016. These data shed light on the extent to which inequities in opportunities to learn exist at the state and national levels, and they can inform the appropriate remedies. To examine historically underserved students' access to certified and experienced teachers, this report divides schools within the CRDC into five groups based on the percentage of students of color enrolled. The analysis looks at two groups: schools serving the highest proportion of students of color and schools serving the lowest proportion of students of color. Ultimately, this report analyzes the extent to which schools with high and low enrollment of students of color have certified and experienced teachers. This analysis, which includes national and state information, demonstrates that students of color consistently have less access to certified and experienced teachers than their white peers. Specifically, this report finds: (1) Students in schools with a high proportion of students of color have less access to certified teachers than those in schools with a low proportion of students of color; (2) Students in schools with high enrollment of students of color have less access to certified teachers than their white peers regardless of locale; and (3) Students in schools with high student of color enrollment have less access to experienced teachers. The report concludes with key policy strategies for supporting teachers and increasing student access to certified and experienced teachers. (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01