Why is there still an alarming rate of dropouts, especially within the minority group, from public schools? Teaching Inequality

One of the major factors contributing to the achievement gap in schools is the lack of equitable distribution of quality teachers. A quality teacher has sufficient training in their content, a strong foundation in pedagogy, and practices differentiated instruction. In addition, they have the necessary experience to bridge the gap in student achievement. These exceptional educators are needed on the front line to combat the academic challenges that many students in high poverty-schools face. Unfortunately, this is not the reality for most cases. “Classes in high-poverty and high minority secondary schools are likely to be taught by out-of-field teachers- those without a major or minor in the subject they teach” (Jerald, 2002). In addition, high-poverty schools with many English speaking learners are often staffed with more novice teachers than veteran. How can we ensure success for all students if they are not provided with effective teachers equipped to bring about change?

The impact teachers have on their students is paramount. If high-performing schools continue to staff highly qualified teachers while low-performing schools staff inefficient educators the achievement gap will continue to widen. In an Illinois College Readiness study on the ACT assessment it was found that students who completed Algebra II and have average quality teachers were more prepared for colleges than their peers with lowest teacher quality who completed calculus (Gong and Presley, 2005). Disadvantage students grow up in a system that has failed to provide them with the necessary resources to be successful. Unfortunately, by the time one of these students reaches high school they are too far behind to “catch up”. Ultimately, the ending result is dropping out or not being prepared for higher education. Both scenarios perpetuate the marriage between high-poverty and poor education.

The No Child Left Behind Act (NCLB) requires that states address the misdistribution of quality teachers within school districts. If schools want to continue receiving federal funding they have to develop and implement a plan to ensure equitable distribution of highly qualified teachers for poor and minority children that it is equal to those in high performing, low-poverty schools (Levin and Quinn, 2003). In addition, many urban school districts have implemented recruitment programs for professionals transitioning into education. Furthermore, many districts are offering teacher-induction programs to ensure success of novice teachers and their students. However, there are still a disproportionate number of low-performing schools not receiving the quality staff they need to improve student achievement. The achievement gap between low-poverty students and students growing up in poverty and students of color is evidence that there is still much work to be done to ensure equity in education.

References

Gong, Y. and Presley, J. (2005). The Demographics and Academics of College
Readiness in Illinois. Illinois Research Council

Jerald, C.D., (2002). All Talk, No Action: Putting an End to Out-of Field
Teaching. The Education Trust.

Levin, J. and Quinn, M. (2003). Missed Opportunities: How We Keep High-Quality Teachers Out of Urban Classrooms. The New Teacher Project