ERIC Number: EJ1059630
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 49
Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context
Gagnon, Douglas J.; Mattingly, Marybeth J.
Journal of Educational Research, v108 n3 p226-235 2015
The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues. Findings suggest that districts with high-poverty levels; greater proportions of Black, Hispanic, and American Indian populations; and located in rural areas tend to have high percentages of novice teachers. This research provides insight into the persistent disparities in opportunity that confront children of poverty, color, and rural environments.
Descriptors: Beginning Teachers, Equal Education, Poverty, Educational Quality, Urban Areas, Minority Group Students, African American Students, Hispanic American Students, American Indian Students, Faculty Mobility, Predictor Variables, Statistical Distributions, Regression (Statistics), Least Squares Statistics
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A