Teachers are bailing out of high-poverty schools. Some say that needs to change, By T. Keung Hui, June 16, 2017, News & Observer: “By the time most Wake County students return to class in August, a fifth of their teachers will likely have either changed schools in Wake or left the school district entirely. The annual turnover among Wake’s 10,000 teachers creates challenges in which beginning teachers get more lower-scoring students than experienced educators do – and high-poverty schools have higher teacher turnover. Now school leaders want to re-examine how teachers are assigned and allowed to transfer between schools…”
Tag: Teachers
Staffing at High-Poverty Schools
Study: Low-scoring teachers tend to work in schools with high poverty rates, By Juan Perez Jr., January 12, 2016, Chicago Tribune: “Elementary schoolteachers who scored lowest on Chicago Public Schools’ job performance evaluations were more likely to work at schools serving the city’s most disadvantaged students, an educational think tank concludes in a report released Tuesday. In observational evaluations and ‘value-added’ evaluations that adjust for the socioeconomic status of the student body, more teachers who received the lowest scores worked in schools with the ‘highest levels of poverty,’ according to the University of Chicago Consortium on School Research…”
Staffing at High-Poverty Schools
High-poverty schools often staffed by rotating cast of substitutes, By Emma Brown, December 4, 2015, Washington Post: “Mya Alford dreams of studying chemical engineering in college, but the high school junior is at a disadvantage: Last year, her chemistry teacher at Pittsburgh’s Westinghouse Academy quit just weeks after school started, and the class was taught by a substitute who, as Alford put it, ‘didn’t know chemistry.’ The year before, there was no permanent biology teacher until December. Students at Westinghouse, a high-poverty school in one of Pittsburgh’s roughest neighborhoods, often see a rotating cast of substitutes, Alford said. ‘You’re looking at test scores,’ Alford said of the school’s low performance on state standardized tests in math, science and reading. ‘But we didn’t have a stable teacher…'”