ERIC Number: ED476305
Record Type: Non-Journal
Publication Date: 2003-Feb
Baltimore City Schools, 2001-2002: A Failing System Riddled with Inequities. NCSC Public School Analysis Series.
Fordham Univ., New York, NY. National Center for Schools and Communities.
This study examines the conditions of the Baltimore City Public Schools in the 2001-2002 school year, using data from the Maryland State Department of Education and the Baltimore City Public School System. Overall, the Baltimore City Public School system is failing, but it is failing more for some students than others. Students who are poor, non-white, and in schools with large enrollments are more likely to fail. Large enrollments, poorly-qualified and inexperienced teachers, and teachers who are not consistently there for their students are associated with negative student performance. There has been some improvement compared to the 2000-2001 school year. For example, the percentage of uncertified teachers has decreased. However, during the same period, the teacher-student ratio has increased. On a rating of improvement by the Education Commission of the States, Maryland received "does not appear to be on track" in two areas (having a highly qualified teacher in every classroom and having high quality professional development). (Contains 17 tables.) (SM)
Descriptors: Academic Achievement, Black Students, Elementary Secondary Education, Enrollment Trends, Low Achievement, Minority Group Children, Poverty, Public Schools, Resource Allocation, Teacher Certification, Teaching Skills, Urban Schools
National Center for Schools and Communities, Fordham University, 33 West 60th Street, Eighth Floor, New York, NY 10023. Tel: 212-636-6699; Web site: http://www.NCSCatFordham.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Fordham Univ., New York, NY. National Center for Schools and Communities.