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ERIC Number: ED533819
Record Type: Non-Journal
Publication Date: 2007-Sep
Pages: 4
Abstractor: ERIC
Reference Count: N/A
"Out-Of-Field" Teaching Assignments: Are California's Students Getting the Effective Instruction They Need? CenterView
Center for the Future of Teaching and Learning
Since 2003, the Center for the Future of Teaching and Learning has reported that the number of fully prepared teachers assigned to California's classrooms has increased significantly due in part to the efforts of federal, state and local education policy-makers. As Chart I demonstrates, the overall number of underprepared teachers--those who have not yet met the state's licensing requirement for a preliminary credential, including individuals working on emergency, preintern, and intern permits--has dropped 58 percent, from a high of 42,427 in 2000-01 to a low of 17,839 in 2005-06. Yet despite the many promising efforts to build and maintain the capacity of the current teacher workforce, too many students are being assigned to classrooms where teachers may lack an adequate knowledge of the subjects they teach such as mathematics, science and English. When an individual teacher holds a teaching credential in one subject area, but is assigned to one or more classes outside of that area by the local district, those teachers are referred to as having an "out-of-field" assignment. This edition of "CenterView" provides information and policy recommendations on the unique aspects of out-of-field teaching assignments. (Contains 3 charts and 1 footnote.)
Center for the Future of Teaching and Learning. 133 Mission Street Suite 220, Santa Cruz, CA 95060. Tel: 831-427-3628; Fax: 831-427-1612; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for the Future of Teaching and Learning
Identifiers - Location: California