Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context

Autor/inn/en	Gagnon, Douglas J.; Mattingly, Marybeth J.
Titel	Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context
Quelle	In: Journal of Educational Research, 108 (2015) 3, S.226-235 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.878300
Schlagwörter	Beginning Teachers; Equal Education; Poverty; Educational Quality; Urban Areas; Minority Group Students; African American Students; Hispanic American Students; American Indian Students; Faculty Mobility; Predictor Variables; Statistical Distributions; Regression (Statistics); Least Squares Statistics + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Armut; Quality of education; Bildungsqualität; Urban area; Stadtregion; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Prädiktor; Wahrscheinlichkeitsverteilung; Regression; Regressionsanalyse
Abstract	The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues. Findings suggest that districts with high-poverty levels; greater proportions of Black, Hispanic, and American Indian populations; and located in rural areas tend to have high percentages of novice teachers. This research provides insight into the persistent disparities in opportunity that confront children of poverty, color, and rural environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01