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ERIC Number: ED535961
Record Type: Non-Journal
Publication Date: 2012
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: N/A
Beginning Teachers Are More Common in Rural, High-Poverty, and Racially Diverse Schools. Issue Brief No. 53
Gagnon, Douglas; Mattingly, Marybeth J.
Carsey Institute
This brief considers whether the concentration of beginning teachers in a district is associated with the district's poverty rate, racial composition, or urbanicity. Authors Douglas Gagnon and Marybeth Mattingly report that poor communities have moderately higher percentages of beginning teachers than communities with lower poverty rates and that a higher concentration of minority students in a district is associated with a higher percentage of beginning teachers. Large cities, remote towns, and rural districts have higher percentages of beginning teachers than midsized-small cities, suburbs, and fringe-distant town districts. The combined impact of poverty, race, and urbanicity has a substantial effect on the probability that a district has a critically high percentage of beginning teachers. A high percentage of beginning teachers likely reflects higher teacher turnover in the district, and could suggest issues of teacher quality. The brief uses combined data from the 2009-2010 Civil Rights Data Collection (CRDC), the 2009 Small Area Income and Poverty Estimates (SAIPE), and the 2010 U.S. Census to form a nationally representative data source of 6,569 districts. (Contains 2 figures, 1 table, and 15 endnotes.)
Carsey Institute. University of New Hampshire, 73 Main Street, Huddleston Hall, Durham, NH 03824. Tel: 603-862-2821; Fax: 603-862-3878; e-mail: carsey.institute@unh.edu; Web site: http://carseyinstitute.unh.edu
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Annie E. Casey Foundation; W.K. Kellogg Foundation
Authoring Institution: University of New Hampshire, Carsey Institute