ERIC Number: ED479474
Record Type: Non-Journal
Publication Date: 2003-Apr
Reference Count: N/A
No School Left Behind? The Distribution of Teacher Quality in Michigans Public Schools. Policy Report.
Harris, Debbi; Ray, Lisa
Data from the National Center for Education Statistics are used to look at Michigan's progress in meeting the challenge of the No Child Left Behind Act of 2001 (NCLB) that teachers be "highly qualified." The data also allow the study of whether all students in Michigan have access to the highly qualified teachers required by the NCLB. Data show that Michigan has a high quality teaching force, but that high quality teachers are not equally available in all schools. In fact, Michigan will fail to meet the NCLB teacher requirements unless steps are taken to increase the number of highly qualified teachers in the state's least advantaged schools. The vast majority of Michigan teachers are certified, with 96.8% possessing one of four types of certificates teachers need to be considered highly qualified. Only 3.2% of Michigans teachers are uncertified or teaching on emergency waivers. Such teachers are slightly more likely to work in secondary schools. Teachers in urban schools are less likely to be highly qualified in their main teaching assignment than their counterparts in suburban and rural areas. About three times as many urban school teachers do not meet the NCLB certification requirements for their main assignment when compared to suburban or rural teachers. The likelihood that a teacher will be highly qualified decreases dramatically as the percentage of students eligible for free and reduced-price lunch increases, and students in schools with high eligibility are more than three times as likely to be taught by teachers who are not certified in their main teaching assignment as students in schools with lower free and reduced-price lunch eligibility. Data also show that African American students are less likely to have access to highly qualified teachers than their white counterparts. Some policy suggestions to improve the access of disadvantaged children to highly qualified teachers are outlined, including improving working conditions for teachers and making alternative routes to certification available. (SLD)
Descriptors: Access to Education, Black Students, Economically Disadvantaged, Elementary Secondary Education, Equal Education, Teacher Certification, Teacher Competencies, Teacher Education, Teacher Qualifications, Urban Schools, Urban Teaching
The Education Policy Center at Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; Web site: http://www.epc.msu.edu.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Education Policy Center.
Identifiers - Location: Michigan
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001