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Minority Students Don’t Only Get Less Experienced Teachers, They Also Get Less Effective Ones

Education Students 300x125 Minority Students Dont Only Get Less Experienced Teachers, They Also Get Less Effective OnesIt’s already known that low-income students of color generally have less experienced teachers, but a new study from the Center for American Progress reveals they have less effective teachers, too.

The Center For American Progress report analyzed the evaluation scores of teachers in low-income and affluent districts in both Massachusetts and Louisiana.

Throughout the past few years, states have been incentivized to adopt new teacher evaluation systems through Race To The Top funding. The teacher evaluations in Massachusetts and Louisiana — two states that are unique in making evaluation scores public — rate teachers based on measures like student scores on standardized tests and effectiveness during classroom observation sessions.

In Louisiana, where teachers are rated as either “ineffective,” “effective-emerging,” “effective-proficient” or “highly effective,” researchers found that “a student in a school in 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.”
Similarly, students in schools with a high concentration of minorities are more than twice as likely to have an ineffective teacher than students in schools with a low minority enrollment.

Massachusetts teachers receive ratings such as “unsatisfactory,” “needs improvement,” “proficient” or “exemplary.” Although Massachusetts has fewer teachers with poor ratings than Louisiana, students in high-poverty schools are three times as likely to be taught by a teacher rated “unsatisfactory” than students in low-poverty schools, the report notes.

Results are similar for schools with a high concentration of minority students.
Another Center For American Progress study analyzed the root causes for what is called the unequal distribution of teachers. The report noted that while No Child Left Behind previously asked states to devise plans that would ensure the equitable distribution of teachers, subsequent waivers gave states flexibility from these requirements.

“Regardless of how it is measured, teacher quality is not distributed equitably across schools and districts. Poor students and students of color are less likely to get well-qualified or high-value teachers than students from higher-income families or students who are white,” says the report.

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