Getting Latino Students Better Access to Non-Novice Teachers

Autor/inn/en	Mehrotra, Sarah; Morgan, Ivy S.; Socol, Allison
Institution	Education Trust
Titel	Getting Latino Students Better Access to Non-Novice Teachers
Quelle	(2021), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Experienced Teachers; Educational Quality; Teacher Competencies; Beginning Teachers; Labor Turnover; At Risk Students; Teaching Experience; Barriers; Disproportionate Representation; Equal Education; Teacher Recruitment; 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; Hispanic American Students; United States; Massachusetts; Maryland; Connecticut; Texas; Rhode Island; New York; Pennsylvania + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lehrkunst; Junior teacher; Junglehrer; Lehrerrekrutierung; Lehrbedingungen; Unterrichtsbedingungen; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Data capture; Datensammlung; Auswertung; School district; Schulbezirk; Führungseigenschaft; Verantwortung; Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsfonds; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; USA; Master-Studiengang
Abstract	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 Latino students across the country. Findings reveal that, while Latino students have similar rates of non-novice teachers as their peers nationwide, drastic disparities still exist in several states. 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 Black Students Better Access to Non-Novice Teachers," see ED617544.] (ERIC).
Anmerkungen	Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01