Teacher Quality and Inequality.

Autor/in	Ingersoll, Richard M.
Titel	Teacher Quality and Inequality.
Quelle	(1996), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Low Income Groups; Personnel Selection; Poverty; Public Schools; Secondary Education; Secondary School Students; Secondary School Teachers; Teacher Competencies; Teacher Effectiveness; Teacher Qualifications; Teacher Supply and Demand; Teaching Skills + Suchen Sie Ihr Suchwort? Personalauswahl; Personalentscheidung; Armut; Public school; Öffentliche Schule; Sekundarbereich; Sekundarschüler; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Lehrerbedarf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This paper presents national data on the extent to which public secondary students are taught core academics by teachers without basic qualifications in their assigned teaching fields, examining whether there are inequalities in the distribution of adequately qualified teachers across and within different U.S. schools. Data came from the 1990-1991 Schools and Staffing Survey, a nationally representative study conducted by the National Center for Education Statistics. The sample included 25,427 public school teachers. Researchers examined data on subject taught, grade level, class type or track, student achievement level, student race/ethnicity, and number of students enrolled. They also looked at teacher certification status and major and minor fields of study. Results indicated that substantial numbers of students, regardless of type of school, were taught core academic subjects by teachers without at least a college minor in the field. There were distinct inequities in the distribution of out-of-field teaching across schools and classrooms. School poverty levels related to amount of out-of-field teaching. High-poverty schools had more out-of-field teaching than low-poverty schools. The amount of out-of-field teaching was not equally distributed across different types of classes and groups in schools. Students in high-track classes had less out-of-field teaching than did those in low-track classes. (Contains 2 tables and 18 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC