District Administration - February 2010 - (Page 45)

ResearchCenter EssEntials on Education data and rEsEarch analysis The Equitable Distribution of High-Quality Teachers 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 (rivkin, hanushek, & Kain, 2005; babu & Mendro, 2003). The most commonly applied definition of high-quality teachers derives from the no Child left behind law: “the teacher has obtained full State certification as a teacher . . . or passed the State teacher licensing examination, and holds a license to teach in such State, except that when used with respect to any teacher teaching in a public charter school.” 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 (U.S. Department of education, 2009; Alliance for excellent education, 2008). The ArrA has brought renewed interest to this topic. States must demonstrate an equitable distribution of high-quality teachers as one www.DistrictAdministration.com The American Recovery and Reinvestment Act has brought renewed interest to this topic. By Stan Bumgardner of four assurances prior to receiving the second phase of ArrA funding. States and districts across the country have initiated efforts to recruit and retain high-quality teachers in these schools. The challenge is twofold: (1) what incentives will attract high-quality teachers to these schools? (2) what characteristics will entice them to remain? Additionally, which entity is primarily responsible? State? District? School? The Status of the Problem According to the tQ Center’s August 2009 report, most states and districts increasingly are placing greater emphasis on teacher credentials and the development of longitudinal data systems that link student results with teachers. The report found that states increasingly require more “robust preparation pro- grams”; emphasize the identification, recruitment and placement of effective teachers; and encourage technical assistance for teachers. it also analyzed the myriad challenges in accomplishing these goals, particularly while addressing the specific needs of students with disabilities and english language learners. The tQ Center underscored the problem that high-quality teachers work disproportionately in low-minority and/ or low-poverty schools. it confirmed the findings of other studies that high minority and/or high-poverty schools have difficulty recruiting and retaining high quality teachers. but why is this so? Unfortunately, research that might answer this question is lacking, due in part to the inconsistency of data among schools and districts; however, existing studies point to a few common characterFebruary 2010 45 http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - February 2010

District Administration - February 2010
Contents
Advertiser Index
News Update
Facilities Update
District Profile
Administrator Profile
New Books
Problem/ Solution
Pursuing Peace in Chicago
English Language Learner Charter Schools
Tweeting Your Own Horn
Tech Disruptions
Professional Opinion
Research Center
New Products
Product Focus

District Administration - February 2010

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