By every measure of qualifications—certification, subject matter background, pedagogical training, selectivity of college attended, test scores, or experience—less-qualified teachers tend to be found in schools serving greater numbers of low-income and minority students. Studies in state after state have found that students of color in low-income schools are 3 to 10 times more likely to have unqualified teachers than students in predominantly white schools.
Please join the Center for American Progress for an event to discuss a new paper, "Speaking of Salaries: What It Will Take to get Qualified, Effective Teachers in All Communities." This paper examines how teacher salaries and teacher qualifications vary across districts, and how this variation is related to student achievement. The authors analyzed data from California and New York to assess the extent to which unequal salaries, and the district revenues that underlie pay and working conditions, may be at the root of the inequitable distribution of teacher talent. Their findings have relevance for state and district policymakers, as well as reauthorization of the Elementary and Secondary Education Act, currently known as No Child Left Behind.
Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
Frank Adamson, Postdoctoral Scholar, Stanford University
Bill Raabe, Director of Collective Bargaining & Member Advocacy, National Education Association
Roberto Rodriguez, Special Assistant to President Obama for Education, White House Domestic Policy Council
Saba Bireda, Deputy Director, Poverty & Race Research Action Council
Cynthia Brown, Vice President for Education Policy, Center for American Progress