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ERIC Number: EJ875798
Record Type: Journal
Publication Date: 2010-Feb
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1537-5749
The Equitable Distribution of High-Quality Teachers
Bumgardner, Stan
District Administration, v46 n2 p45-47 Feb 2010
A new report by the National Comprehensive Center for Teacher Quality (TQ Center) highlights efforts across the nation to address a key point in the No Child Left Behind law and the American Recovery and Reinvestment Act (ARRA)--the equitable distribution of high-quality teachers across all schools. Research consistently has pointed to effective teaching as the most significant factor affecting student achievement. Perhaps the most challenging task for school districts is the recruitment and retention of effective teachers, particularly in high-poverty and/or high minority schools. One goal of the No Child Left Behind law was to "ensure that poor and minority students are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers." While progress has been made, inequities still exist in high-poverty and high-minority schools. The ARRA has brought renewed interest to this topic. States must demonstrate an equitable distribution of high-quality teachers as one of four assurances prior to receiving the second phase of ARRA funding. The challenge is twofold: (1) What incentives will attract high-quality teachers to these schools?; and (2) What characteristics will entice them to remain? Additionally, which entity is primarily responsible? State? District? School? Ultimately, states, districts, and schools all have responsibilities for ensuring the equitable distribution of high-quality teachers. States must vest in districts the authority to make changes; districts must design and implement unique strategies to ensure teacher equity; and schools must ensure that, regardless of the socioeconomic status of their students, the atmosphere attracts high-quality teachers and encourages them to remain at their current schools.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001