ERIC Number: ED468741
Record Type: Non-Journal
Publication Date: 2002-Aug
Reference Count: N/A
All Talk, No Action: Putting an End to Out-of-Field Teaching.
Jerald, Craig D.
This study used data from the U.S. Department of Education's 1999-00 Schools and Staffing Survey to examine the issue of out-of-field teaching in secondary schools. Results indicated that U.S. secondary schools have unacceptably high rates of out-of-field teaching in core academic subjects, with classes in high poverty and high minority schools the most likely to be assigned out-of-field teachers. The nation made no progress in reducing this problem between 1993-94 and 1999-00. While high schools rely heavily on out-of-field teachers, the problem is far worse in middle schools. Out-of-field teacher assignment rates are particularly high in mathematics. States differ widely in their levels of out-of-field teaching and how it affects poor and minority students. Overall, poor and minority students consistently receive substantially fewer well-qualified teachers. Recommendations for action include: act immediately on the problem of misassignment; get clear about standards for middle school teachers; hold standards high; use up-to-date recruitment techniques and find new partners; and press school districts to work toward a fair distribution of teacher talent and provide incentives for effective teachers to teach in high poverty and high minority schools. (SM)
Descriptors: Degrees (Academic), Low Income Groups, Majors (Students), Minority Group Children, Misassignment of Teachers, Secondary Education, Secondary School Teachers, Teacher Certification, Teacher Placement, Teacher Qualifications
Education Trust, Inc., 1725 K Street, N.W., Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605. For full text: http://www.edtrust.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Education Trust, Washington, DC.
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)