التفاصيل البيبلوغرافية
| العنوان: |
Getting Black Students Better Access to Non-Novice Teachers |
| اللغة: |
English |
| المؤلفون: |
Mehrotra, Sarah, Morgan, Ivy S., Socol, Allison, Education Trust |
| المصدر: |
Education Trust. 2021. |
| الإتاحة: |
Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ |
| Peer Reviewed: |
N |
| Page Count: |
28 |
| تاريخ النشر: |
2021 |
| نوع الوثيقة: |
Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
African American Students, Experienced Teachers, Educational Quality, Teacher Competencies, Beginning Teachers, Labor Turnover, At Risk Students, Teaching Experience, Barriers, Disproportionate Representation, Equal Education, Teacher Recruitment, Teacher Education, Teacher Persistence, Diversity (Faculty), Teaching Conditions, Teacher Certification, Minority Group Teachers, Educational Needs, Educational Policy, Data Collection, Data Analysis, School Districts, Progress Monitoring, Leadership Qualities, Accountability, Educational Legislation, Elementary Secondary Education, Federal Legislation, Educational Finance |
| مصطلحات جغرافية: |
United States, Louisiana (New Orleans), Massachusetts, Connecticut, Texas, Maryland |
| Laws, Policies and Program Identifiers: |
Every Student Succeeds Act 2015 |
| مستخلص: |
While new teachers bring energy and passion into their classrooms and schools, they can find themselves incredibly challenged as they learn how to plan and implement lessons, collect and use data to inform their instructional practices, build relationships with students and families, manage classroom behavior, and meet the varying academic, social, and emotional needs of their students. To no surprise, inexperienced teachers and high teacher turnover disproportionately affect the achievement of students who are most underserved. Education Resource Strategies paints a clear picture of this in their report, "Growing Great Teachers" (ED593368), where they describe how an inexperienced workforce can impede efforts to improve conditions for teachers and students who have been underserved for far too long. In this paper, the authors look closely at inequitable access to experienced teachers for Black students across the country. Findings reveal that the education system is failing Black students, as they find themselves more likely than any other group of students to be in classrooms with teachers who are in their first years of teaching or teachers who are uncertified. The findings reveal whether these inequities are due to varying levels of teacher experience between the districts in a particular state or within a particular district. In either case, these disparities are not inevitable. State and district leaders and local school board members can set clear goals and identify and address barriers to preparing, recruiting, and retaining strong and racially diverse teachers. And school leaders can take steps to create working conditions that ensure teachers, including teachers of color, remain in schools and hone their craft. [For the accompanying report "Getting Latino Students Better Access to Non-Novice Teachers," see ED617546.] |
| Abstractor: |
ERIC |
| Entry Date: |
2022 |
| رقم الأكسشن: |
ED617544 |
| قاعدة البيانات: |
ERIC |
