The Center for American Progress issued a report that confirms that low-income or poor students of color not only have less experienced teachers, but also less effective teachers.
The study, which analyzes teacher evaluation scores in low-income and affluent districts in both Massachusetts and Louisiana, found Louisiana students living in high-poverty areas are almost three times as likely to be taught by a teacher rated “ineffective,” than a student in a school in the lowest poverty area. Massachusetts students from high-poverty schools are three times as likely to be taught by a teacher rated “unsatisfactory,” than students in low-poverty schools.
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A second report indicates an unequal distribution of teachers. While No Child Left Behind previously asked states to devise plans to ensure more fair distribution of beneficial educational resources, subsequent waivers gave states the flexibility to deviate from those requirements.
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