The Center for American Progress issued a report on Friday that confirms that low-income students of color not only have less experienced teachers, but also less effective teachers.
The study analyzes teacher evaluation scores in low-income and affluent districts in both Massachusetts and Louisiana.
In Louisiana, a student within a school at the highest-poverty quartile is almost three times as likely to be taught by a teacher rated “ineffective” as a student in a school in the lowest-poverty quartile. And in Massachusetts, students in high-poverty schools are three times as likely to be taught by a teacher rated “unsatisfactory” than students in low-poverty schools.
A second report indicates the root cause is an unequal distribution of teachers. While No Child Left Behind previously asked states to devise plans to ensure equitable distribution, subsequent waivers gave states the flexibility to deviate from those requirements.
“Poor students and students of color are less likely to get well-qualified or high-achieving teachers than students from higher-income families or students who are white,” says the report.
The associate director for education research at American Progress, Jenny DeMonte, told the Huffington Post “We’ve got some work to do.
She suggests districts should give effective teachers incentives to work in disadvantaged districts and create mentorship programs that pair effective teachers with struggling ones.
“Regardless of how you splice it or measure it, this continues to be something we need to think about. Having an effective teacher is a key driver in whether a student achieves and learns a lot,” DeMonte said.
I think we already knew all this. How ’bout we set a plan in action?