Teacher Retention and Qualifications
ثبت نشده
چکیده
In upcoming years, the United States will experience an unprecedented teacher shortage, meaning that the country will need to supplement its teaching force with approximately two million new teachers. The massive shortage will come as a result of increasing student enrollments, mounting retirement rates of current teachers, and high rates of attrition for beginning teachers. Additionally, the No Child Left Behind Act (NCLB) requires that teachers in core academic areas be highly qualified by the end of the 20052006 school year. As a result of difficulties encountered by states to meet these requirements, however, the U.S. Department of Education (USDOE) recently provided some flexibility and extended the deadline to the end of the 2006-2007 school year, if certain conditions are met (FLDOE Memorandum, November 28, 2005). First, states need to have a definition of a highly qualified teacher that is consistent with the federal law. Second, states and districts should provide accurate reporting to the public and to parents of the number of core academic classes taught by highly qualified teachers. Third, the states must report accurate highly qualified teacher data to USDOE. Finally, districts must ensure that there is not a higher percentage of unqualified teachers teaching poor and minority students than are teaching other students.
منابع مشابه
Understanding Teacher Labor Markets: Implications for Equity
Executive Summary Education policymakers at both the state and federal level are struggling to identify ways to improve the academic achievement of public school students. Faced with the substandard academic performance of some student groups and the persistence of achievement discrepancies between certain racial, ethnic and socioeconomic groups of students, policymakers' need for information t...
متن کاملNber Working Paper Series the Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High-poverty Schools
The gap between the qualifications of New York City teachers in high-poverty schools and low-poverty schools has narrowed substantially since 2000. Most of this gap-narrowing resulted from changes in the characteristics of newly hired teachers, and largely has been driven by the virtual elimination of newly hired uncertified teachers coupled with an influx of teachers with strong academic backg...
متن کاملTesting the No Child Left Behind Act: analyzing assumptions about the link between teacher quality and student achievement
Teachers have long been considered a critical educational resource. The No Child Left Behind Act (NCLB) of 2001 recognizes the importance of educators through its highly qualified teachers mandate. Under NCLB, teachers are deemed highly qualified if they (1) have a bachelor’s degree, (2) possess full state teacher certification, and (3) demonstrate knowledge in the subjects taught. NCLB assumes...
متن کاملSupporting induction to the teaching profession for women in Malawi
Gender parity in primary and secondary education has yet to be achieved in many countries in Sub Saharan Africa including Malawi. The presence of female teachers is recognised as one factor positively impacting on girls’ enrolment and learning success but in many rural areas in Malawi there are few qualified female teachers working in primary or secondary schools. This paper contributes to the ...
متن کامل