Human Services News

From EurekAlert! - Breaking News:

Children from low-income families in the United States do not have the same access to qualified teachers as do wealthier students, according to a University of Missouri study.

Compared to 46 countries, the United States had the fourth largest opportunity gap, the difference between students of high and low socioeconomic status in their access to qualified teachers.

Comparing eighth grade math teachers from around the world, the study defined highly qualified teachers as ones who have full certification, a degree in math or math education and at least three years of teaching experience.

"When students are not taught by highly qualified teachers, their opportunity to learn is considerably lower," said Motoko Akiba, assistant professor of educational leadership and policy analysis in the College of Education at MU.

29.7 percent of U.S. eighth grade math teachers did not major in mathematics or mathematics education; the international average is 13.2 percent.

60.3 percent of U.S. eighth graders are taught mathematics by teachers with full certification, who were mathematics or mathematics education majors and had at least three years of teaching experience; nearly 40 percent of U.S. eighth graders do not have access to highly qualified teachers.

The study supports No Child Left Behind's (NCLB) requirement of full certification and subject-specific preparation.

However, Akiba said NCLB's requirements will not be enough to close the opportunity gap without providing equal and continuous learning opportunities and resources for instructional improvement.

In high-poverty areas, districts may not have resources or the capacity to recruit highly qualified teachers.

The study "Teacher Quality, Opportunity Gap and National Achievement in 46 Countries," was published in the Educational Researcher.

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