NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED415230
Record Type: Non-Journal
Publication Date: 1996
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Quality and Inequality.
Ingersoll, Richard M.
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A