Who Is Teaching California's Children? Teaching and California's Future.

Autor/inn/en	Esch, Camille E.; Shields, Patrick M.
Institution	Center for the Future of Teaching and Learning, Santa Cruz, CA.; SRI International, Menlo Park, CA.
Titel	Who Is Teaching California's Children? Teaching and California's Future.
Quelle	(2002), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Disadvantaged Youth; Educational Quality; Elementary Secondary Education; Equal Education; Low Achievement; Minority Group Children; Poverty; Teacher Certification; Teacher Qualifications; Teaching Experience; California + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Quality of education; Bildungsqualität; Unterdurchschnittliche Leistung; Armut; Lehrqualifikation; Kalifornien
Abstract	This report provides policymakers with detailed information on the characteristics of California's teachers. Information comes from state-collected teacher workforce data and a series of case studies conducted in schools and districts statewide in 2000 and 2001. Overall, low achieving, poor, and minority students are much more likely to have teachers without credentials. Data do not support the assertion that there are many well-educated, experienced teachers without credentials in California's schools. Instead, they show that few teachers without full credentials have significant teaching experience or advanced degrees, and as a group they rank lower on these characteristics than their fully credentialed peers. The small number of teachers without credentials who do have advanced degrees are not evenly distributed across schools. Teachers without credentials in high poverty, high minority, and low achieving schools are less educated as a group than teachers without credentials in more affluent, higher scoring schools. The small number of teachers without credentials who do have significant teaching experience are distributed more evenly, though non-credentialed teachers in disadvantaged schools are slightly less likely to have significant teaching experience. Low performing schools are more likely to have high concentrations of new teachers, whether they have credentials or not, and fewer veteran teachers to support them. (Contains 24 endnotes.) (SM)
Anmerkungen	Center for the Future of Teaching and Learning, 133 Mission Street, Suite 220, Santa Cruz, CA 95060. Tel: 831-427-3628; Web site: http://www.cftl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC