Search results for: Disadvantaged environment

Little research has examined the reasons for elevated teacher turnover in schools with large numbers of traditionally disadvantaged students. The current study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, this study focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges.

In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.