A smaller percentage of classes in rural Utah districts were taught by highly qualified teachers than in non-rural districts, and rural teacher transfer-out rates were lower, from 2012 to 2017¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A smaller percentage of classes in rural districts were taught by highly qualified teachers compared to non-rural districts (e.g., 77.4 vs. 87.3 percent overall in 2016). → Rice 2018 q2 i? From 2013 to 2015, teacher transfer-out rates were lower in rural than non-rural districts (5.4 vs. 5.9 percent in 2015). → Rice 2018 (2)

Evidence¶

Rice 2018¶

Rice, J., Huang, M., & Derby, K. (2018). Characteristics of rural and non-rural districts in Utah from 2012 to 2017. San Francisco, CA: REL West @ WestEd. https://ies.ed.gov/ncee/edlabs/regions/west

q2 · i? · associational · r2

Descriptive analysis of USBE teacher assignment data, weighted by number of classes. Rural secondary classes taught by highly qualified teachers rose from 72.3 to 75.7 percent while non-rural rose from 85 to 86.7 percent, leaving rural lower throughout.

"In the same period, the percentage of classes taught by a highly qualified teacher in rural secondary schools increased from 72.3 to 75.7 percent and in non-rural secondary schools from 85 to 86.7 percent."

Rice 2018 (2)¶

Rice, J., Huang, M., & Derby, K. (2018). Characteristics of rural and non-rural districts in Utah from 2012 to 2017. San Francisco, CA: REL West @ WestEd. https://ies.ed.gov/ncee/edlabs/regions/west

q2 · i? · associational · r2

Descriptive analysis of teacher transfer-out rates from USBE teacher-level assignment data, weighted by number of teachers. In 2015, 5.4 percent of rural district teachers transferred out versus 5.9 percent in non-rural districts.

"In 2015, the most recent year that data were available, an average of 5.4 percent of teachers transferred out of a rural district (to another rural or non-rural district) while an average of 5.9 percent of teachers transferred out of a non-rural district (to another non-rural or rural district)."

Discussion¶

Related Claims¶

• From 2012 to 2017, average inflation-adjusted per-pupil revenue and expenditure were greater in rural Utah districts than in non-rural districts — related
• From 2012 to 2017, non-rural Utah districts had higher proficiency in English language arts and science and more graduates scoring 18+ on the ACT, while rural districts had higher four-year graduation rates — related
• Rural Utah districts had a higher proportion of economically disadvantaged students and students with disabilities, while non-rural districts had a higher proportion of English learners, from 2012 to 2017 — related
• Rural Utah districts had smaller average class sizes and student-to-teacher ratios, but far fewer unique advanced courses per secondary school, than non-rural districts from 2012 to 2017 — related
• In 2017, the cost-of-living-adjusted starting teacher salary was higher in rural Utah districts, but the average scheduled teacher salary was lower in rural than non-rural districts — related
• Teacher salaries influence entry, supply, and retention in teaching — related