Equity & Diversity Report Roundup

Teachers

By Madeline Will — February 14, 2017 1 min read

District responses to content-area teacher shortages could hamstring learning for low-income and minority students in special education, math, science, and bilingual education, according to a report by the Learning Policy Institute.

The California-based think tank analyzed state data, finding districts have responded to content-area teacher shortages by hiring teachers on emergency credentials, relying on substitute teachers, and assigning teachers out of their fields of preparation.

Teachers hired with so-called “substandard credentials” are twice as likely to teach in high-poverty than in low-poverty schools and three times more likely to teach in high-minority than in low-minority schools, the study found.

A version of this article appeared in the February 15, 2017 edition of Education Week as Teachers

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