The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB

dc.creator	Karen J. DeAngelis
dc.creator	Bradford R. White
dc.creator	Jennifer B. Presley
dc.date	2010-11-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:52Z
dc.date.available	2015-08-12T11:17:52Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/9ea93eb46dae46cba26e23d9b881d6d3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26523
dc.description	A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages of low-income and minority students, experienced the greatest improvements in teacher qualifications during the period. In addition, high-poverty schools in most other locales in the state registered small to moderate improvements, which narrowed the gap in teacher qualifications between high- and low-poverty schools across Illinois. Improvements in the certification status of experienced teachers and the recruitment of new teachers with stronger academic qualifications both contributed to these gains. The results reveal a tradeoff for disadvantaged schools seeking to improve both teacher qualifications and teacher experience levels, thereby calling into question the near-term feasibility of NCLB provisions that aim to simultaneously eliminate inequities across schools in both. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/722
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 18, p 28 (2010)
dc.subject	teacher qualifications
dc.subject	NCLB
dc.subject	inequities
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB
dc.type	article