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Beginning Teachers Are More Common in Rural, High-Poverty, and Racially Diverse Schools. Issue Brief No. 53 [electronic resource] / Douglas Gagnon and Marybeth J. Mattingly.

This brief considers whether the concentration of beginning teachers in a district is associated with the district's poverty rate, racial composition, or urbanicity. Authors Douglas Gagnon and Marybeth Mattingly report that poor communities have moderately higher percentages of beginning teache...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Authors: Gagnon, Douglas, Mattingly, Marybeth J. (Author)
Corporate Author: University of New Hampshire, Carsey Institute
Format: Electronic eBook
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 2012.
Subjects:
Teacher Effectiveness.
Racial Composition.
Minority Group Students.
Beginning Teachers.
Rural Schools.
Poverty.
Labor Turnover.
Rural Urban Differences.
Community Characteristics.
Municipalities.
Comparative Analysis.
Teacher Distribution.
Geographic Isolation.
Census Figures.
Data Analysis.
Urban Schools.
Suburban Schools.
African American Students.
American Indian Students.
Hispanic American Students.
Description
Summary:This brief considers whether the concentration of beginning teachers in a district is associated with the district's poverty rate, racial composition, or urbanicity. Authors Douglas Gagnon and Marybeth Mattingly report that poor communities have moderately higher percentages of beginning teachers than communities with lower poverty rates and that a higher concentration of minority students in a district is associated with a higher percentage of beginning teachers. Large cities, remote towns, and rural districts have higher percentages of beginning teachers than midsized-small cities, suburbs, and fringe-distant town districts. The combined impact of poverty, race, and urbanicity has a substantial effect on the probability that a district has a critically high percentage of beginning teachers. A high percentage of beginning teachers likely reflects higher teacher turnover in the district, and could suggest issues of teacher quality. The brief uses combined data from the 2009-2010 Civil Rights Data Collection (CRDC), the 2009 Small Area Income and Poverty Estimates (SAIPE), and the 2010 U.S. Census to form a nationally representative data source of 6,569 districts. (Contains 2 figures, 1 table, and 15 endnotes.)
Item Description:Availability: Carsey Institute. University of New Hampshire, 73 Main Street, Huddleston Hall, Durham, NH 03824. Tel: 603-862-2821; Fax: 603-862-3878; e-mail: carsey.institute@unh.edu; Web site: http://carseyinstitute.unh.edu .
Sponsoring Agency: Annie E. Casey Foundation.
Sponsoring Agency: W.K. Kellogg Foundation.
Abstractor: As Provided.
Educational level discussed: Elementary Secondary Education.
Physical Description:6 p.
Type of Computer File or Data Note:Text (Reports, Evaluative)
Preferred Citation of Described Materials Note:Carsey Institute.

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