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California’s underprepared teachers continue
to be inequitably distributed throughout the state. Though underprepared
teachers make up 14 percent of the teacher workforce statewide,
some schools have far greater percentages of underprepared teachers.
While 41 percent of schools have 5 percent or fewer underprepared
teachers, 22 percent of schools have 20 percent or more underprepared
teachers. This represents a slight drop from the previous year,
when 24 percent of schools had 20 percent or more underprepared
teachers. Overall these numbers show slight improvement, but some
California schools are still severely understaffed: 188 schools
have 50 percent or more underprepared teachers, and 45 of those
schools have 75 percent or more underprepared teachers. Likewise the high concentrations of underprepared teachers are not limited to schools in a few large districts in the state. Although 47 percent of the districts in California had fewer than 5 percent underprepared teachers in 2001–02, in 15 percent of California school districts, one in seven, 20 percent or more teachers are underprepared. Though the maldistribution of underprepared teachers appears to be improving slightly, schools with poor, minority or low-achieving students are still far more likely to have high numbers of underprepared teachers. The distribution of underprepared teachers follows a clear and consistent pattern: Those students who most need a highly qualified teacher are the least likely to have one. Our previous report, Who’s Teaching California’s Children? also shows that even among underprepared teachers, those who hold advanced degrees or have significant experience also are maldistributed, favoring higher-income, higher-achieving schools. In addition, regardless of credential status, teachers in low-performing schools are more likely to be in just their first or second year of teaching. The following charts illustrate these problems:
Given the severe maldistribution of underprepared teachers, the state’s education policymakers face some very critical equity questions as high-stakes tests for students, such as the high school exit exam, are being implemented. It generally is recognized by both experts and the general public that high-quality teaching is the key to student success, yet every indicator of teacher quality for which there is available data shows a pattern of maldistribution. Though there is a long way to go in understanding what makes a quality teacher, these consistent patterns raise serious questions about whether all students are getting a fair chance to succeed. More information is available on: |
