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Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context

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  • Douglas J. Gagnon
  • Marybeth J. Mattingly

Abstract

The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues. Findings suggest that districts with high-poverty levels; greater proportions of Black, Hispanic, and American Indian populations; and located in rural areas tend to have high percentages of novice teachers. This research provides insight into the persistent disparities in opportunity that confront children of poverty, color, and rural environments.

Suggested Citation

  • Douglas J. Gagnon & Marybeth J. Mattingly, 2015. "Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(3), pages 226-235, April.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:226-235
    DOI: 10.1080/00220671.2013.878300
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    1. repec:mpr:mprres:7962 is not listed on IDEAS
    2. repec:mpr:mprres:7890 is not listed on IDEAS
    3. Melissa A. Clark & Hanley S. Chiang & Tim Silva & Sheena McConnell & Kathy Sonnenfeld & Anastasia Erbe & Michael Puma, "undated". "The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs," Mathematica Policy Research Reports ad5192faecc9490288484de35, Mathematica Policy Research.
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