Charlottesville, VA – November 5, 2008 –Recent changes – including new laws and new routes into teaching with lowered cost for individuals to enter the profession – have dramatically changed the characteristics of teachers, particularly in large urban districts. A new study in the Journal of Policy Analysis and Management explores how these changes affect who enters teaching and where they teach in large urban districts. Results show that teacher qualifications are much more equally distributed across New York City public schools now than they were previously.
The study found that teacher qualifications are more equally distributed across New York City public schools in 2005 than they were in 2000. Similarly, schools with disproportionate numbers of poor students and students of color have teachers whose qualifications are much stronger than they were five years ago.
The researchers contend that this outcome largely results from policy changes in New York state and New York City that dramatically altered the qualifications of new teachers. These changes in the qualifications account for a modest improvement in the average math achievement of students in the poorest elementary schools.
The results also suggest that recruiting teachers with stronger observed qualifications, i.e. high math SAT scores or those who are certified could substantially improve student math achievement.
"Recruiting more qualified teachers should be a part of a more general strategy to improve the quality of classroom teaching," the authors conclude.
Donald Boyd, Hamilton Lankford, Susanna Loeb, Jonah Rockoff, and James Wyckoff analyzed administrative data from the New York City Department of Education, the New York State Education Department, alternatively certified teacher programs, and the College Board.
Source: Wiley-Blackwell