Beginning Teachers Are More Common in Rural, High-Poverty, and Racially Diverse Schools. Issue Brief No. 53

Autor/inn/en	Gagnon, Douglas; Mattingly, Marybeth J.
Institution	University of New Hampshire, Carsey Institute
Titel	Beginning Teachers Are More Common in Rural, High-Poverty, and Racially Diverse Schools. Issue Brief No. 53
Quelle	(2012), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Racial Composition; Minority Group Students; Beginning Teachers; Rural Schools; Poverty; Labor Turnover; Rural Urban Differences; Community Characteristics; Municipalities; Comparative Analysis; Teacher Distribution; Geographic Isolation; Census Figures; Data Analysis; Urban Schools; Suburban Schools; African American Students; American Indian Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Stadt-Land-Beziehung; Magistrat; Volkszählung; Auswertung; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This brief considers whether the concentration of beginning teachers in a district is associated with the district's poverty rate, racial composition, or urbanicity. Authors Douglas Gagnon and Marybeth Mattingly report that poor communities have moderately higher percentages of beginning teachers than communities with lower poverty rates and that a higher concentration of minority students in a district is associated with a higher percentage of beginning teachers. Large cities, remote towns, and rural districts have higher percentages of beginning teachers than midsized-small cities, suburbs, and fringe-distant town districts. The combined impact of poverty, race, and urbanicity has a substantial effect on the probability that a district has a critically high percentage of beginning teachers. A high percentage of beginning teachers likely reflects higher teacher turnover in the district, and could suggest issues of teacher quality. The brief uses combined data from the 2009-2010 Civil Rights Data Collection (CRDC), the 2009 Small Area Income and Poverty Estimates (SAIPE), and the 2010 U.S. Census to form a nationally representative data source of 6,569 districts. (Contains 2 figures, 1 table, and 15 endnotes.) (As Provided).
Anmerkungen	Carsey Institute. University of New Hampshire, 73 Main Street, Huddleston Hall, Durham, NH 03824. Tel: 603-862-2821; Fax: 603-862-3878; e-mail: carsey.institute@unh.edu; Web site: http://carseyinstitute.unh.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10