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ERIC Number: EJ767464
Record Type: Journal
Publication Date: 2007-Jun-13
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0277-4232
Gone after Five Years? Think Again
Keller, Bess
Education Week, v26 n41 p26-30 Jun 2007
How many teachers stay, especially in the schools that need them most? The question has attracted widespread attention as policymakers have recognized that expert teaching is the most important school-related factor in student achievement. Data show that poor and minority students assigned to ineffective teachers lag significantly behind their peers, a problem that compounds over time. By the same token, disadvantaged students can catch up if they have several effective teachers in a row. "Education Week" has reflected the concern about teaching, publishing an edition of its Quality Counts report in 2003 on "hard-to-staff" schools. As one of the reporters, the author followed six aspiring teachers from the Cleveland area--all interested in working in an urban setting, all promising--to see where they would land and why. They were: (1) Lyndsay J. Dimengo; (2) Robert P. Ristau; (3) Andratesha M. Fritzgerald; (4) Michelle Flanagan; (5) Heather L. Penny; and (6) Allison Hauserman. While common wisdom says as many as half of new teachers quit after five years, the half-dozen "Education Week" profiled are still teaching, though only two are in needy schools.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio