NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059630
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0022-0671
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A