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ERIC Number: ED480579
Record Type: RIE
Publication Date: 2003-Jul
Pages: 4
Abstractor: N/A
Shortchanging Rural Teachers. Teaching Quality: RESEARCH MATTERS.
Southeast Center for Teaching Quality, Chapel Hill, NC.
This brief examines problems staffing rural schools and discusses the importance of teacher education in producing effective reading teachers. Over 31 percent of public schools are in rural areas, comprising over 49 percent of public school systems. Rural districts have difficulty recruiting teachers because they generally have lower salaries, they often neighbor wealthier areas, and teaching is a low-wage profession. Research shows that teacher salaries are 11-17 percent lower in rural schools nationwide. Contrary to the belief that the cost of living is lower in rural areas, research shows that it is more expensive to live in poor communities, where quality of life is less of an incentive. Many rural communities have no suitable local housing, and teachers must maintain reliable cars in areas without public transportation. A 3-year study of eight exemplary teacher education programs for teaching reading found that they shared characteristics reflecting International Reading Association and National Council for Accreditation of Teacher Education standards. Recent graduates of the programs produced students who made larger gains than students taught by comparison group teachers and experienced teachers. Programs that produced effective teachers had sufficient and appropriately allocated resources and shared a strong sense of institutional autonomy. Assessment at all levels was one important program component. (SM)
Southeast Center for Teaching Quality, University of North Carolina, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-843-9519; Fax: 919-843-7616; Web site: For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Southeast Center for Teaching Quality, Chapel Hill, NC.