California Special Education Teacher Shortages Grow More Severe. Research Brief

Autor/inn/en	Carver-Thomas, Desiree; Darling-Hammond, Linda
Institution	Learning Policy Institute
Titel	California Special Education Teacher Shortages Grow More Severe. Research Brief
Quelle	(2017), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Shortage; Special Education Teachers; Teacher Qualifications; Teacher Certification; Academic Achievement; Teacher Supply and Demand; Teacher Selection; Specialization; English Language Learners; Disproportionate Representation; African American Students; Teacher Retirement; California + Suchen Sie Ihr Suchwort? Lehrermangel; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Schulleistung; Lehrerbedarf; Arbeitsteilige Spezialisierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kalifornien
Abstract	California schools have had persistent difficulties filling special education vacancies, but in the past two years, these shortages have skyrocketed, as evidenced by the growth of substandard special education authorizations. When schools struggle to fill a position with a qualified teacher, they often hire teachers who are still in training or who hold emergency-type permits without training. This research brief highlights these special education teacher workforce trends and explains the significant impact shortages and substandard credentials have on student achievement and the already-limited number of qualified special education teachers. [For the full report, "Addressing California's Growing Teacher Shortage: 2017 Update," see ED606729.] (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