Students in the highest-poverty schools are almost twice as likely to be taught by inexperienced teachers¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Students in schools with the highest concentration of children from low-income families are almost twice as likely to be taught by inexperienced teachers as other students. → Oakes 2020

Evidence¶

Oakes 2020¶

Oakes, J., Espinoza, D., Darling-Hammond, L., Gonzales, C., DePaoli, J., Kini, T., Hoachlander, G., Burns, D., Griffith, M., & Leung, M. (2020). Improving education the New Mexico way: An evidence-based approach. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/improving-education-new-mexico-way

q2 · i? · associational · r2

Descriptive statistical analysis of New Mexico educator workforce data reported in the report's educator workforce section (Figure 8 compares inexperienced teachers by schools serving the most and fewest low-income students, 2018-19). The report prints the "almost twice as likely" comparison; no standardized effect size is given.

"Students in schools with the highest concentration of children from low-income families are almost twice as likely to be taught by inexperienced teachers."

Discussion¶

Related Claims¶

• Concentrated poverty in New Mexico is associated with lower grade-level proficiency and inequitable access to experienced teachers — related
• Teacher turnover is 35%–37% higher in schools with the largest concentrations of students of color and students from low-income backgrounds than in schools with the smallest — related
• Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — related
• Students in high-poverty schools are more likely to be taught by inexperienced teachers, and teachers in high-minority schools are twice as likely to leave their school for another — possibly the same claim (merge candidate)
• State-level disparities in access to certified and experienced teachers vary greatly, with some states showing two to three times as many uncertified or inexperienced teachers in high-enrollment schools — related
• Out-of-field teaching is more common in high-poverty schools and lower tracks, concentrating the least qualified teachers with disadvantaged students — related
• Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools — related
• Schools serving large numbers of students of color and students from low-income families have significantly fewer resources than schools serving more affluent White students — a broader claim this one bears on