Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality

This report from the Education Trust provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most. The report also offers some key findings of soon-to-be released research in three states -- Ohio, Illinois and Wisconsin -- and major school systems within them. Funded by The Joyce Foundation and conducted with policymakers and researchers on the ground, the research project reveals that schools in these states and districts with high percentages of low-income and minority students are more likely to have teachers who are inexperienced, have lower basic academic skills or are not highly qualified -- reflecting troublesome national teacher distribution patterns

Kaufmann, David, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske, \u27Lost at Sea\u27: New Teachers\u27 Experiences with Curriculum and Assessment, Teachers College Record, 104(March, 2002), 273-300.

Documents teachers\u27 experiences in implementing and assessing the Massachusetts curriculum frameworks with little or no guidance