Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers?

By R. Ingersoll. 2004

249 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9cec9355c3bbdd441dc320dbaec7462aab4b5712

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In Education

Citations in the corpus

Courses of Action (2007, background): “It is not a surprise that of all public schools, those located in urban, low-income communities face the most extreme turnover rates and suffer the most acute staffing problems (Carroll, Reichardt, Guarino, & Mejia, 2000; Hanushek, Kain, & Rivkin, 2001, 2004; Ingersoll, 2004; Lankford, Loeb, & Wycko”
Systematic Sorting (2013, background): “…minority students, higher income students, and schools that are safer and experience fewer disciplinary problems (Boyd et al. 2005b; Clotfelter et al. 2006; Hanushek et al. 2004; Horng 2009; Jackson 2009; Lankford et al. 2002; Scafidi, Sjoquist, and Stinebrickner 2008; Smith and Ingersoll 2004).”
Effects of coaching on teacher use of sociocultural instructional practices (2011, background): “Unfortunately, many classroom teachers do not feel adequately prepared to teach students of such diversity, as evidenced by teacher flight from the profession (e.g., Barmby, 2006; Ingersoll, 2004; Mackel, 2002).”
Teacher Mobility: Looking More Closely at "The Movers" Within a State System (2006, background): “In other words, since the earliest survey was administered in 1987–88 until the most recent in 1999–2000, the annual turnover rate (movers and leavers) has varied only from 13.2% to 15.7% (Ingersoll, 2004; Luekens, Lyter, & Fox, 2004; NCES, 2005).”
Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction (2009, background): “In high-poverty districts where turnover is highest, the quality of school cohesion and performance is affected when teachers leave (Ingersoll, 2004).”
Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend (2015, unknown): “Ronfeldt, Loeb, & Wyckoff, 2013; Shernoff, Mehta, Atkins, Torf, & Spencer, 2011); the inequitable distribution of highly qualified teachers (e.g., Eckert, 2013; Ingersoll, 2004; C. K. Jackson, 2009; Lankford, Loeb, & Wyckoff, 2002); violence and unsafe cultures of disrespect (e.”
Teach for America Teachers: How Long do They Teach? Why do They Leave? (2011, background): “This revolving-door effect (Ingersoll, 2004) leaves the very schools that most need stability and continuity perpetually searching for new teachers to replace those who leave.”
Teachers’ capacity for organizational learning: the effects of school culture and context (2016, background): “We know, for example, that schools serving low-income families are more likely to employ inexperienced and sometimes less effective teachers (Gagnon & Mattingly, 2015) and that they have higher teacher turnover (Ingersoll, 2004).”
Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators (2008, background): “Teachers at large comprehensive public schools—those most often found in urban high-poverty areas—reported more dissatisfaction and leave at a rate higher than teachers at suburban and rural schools ( Ingersoll, 2004 ).”
A Longitudinal Investigation of the Relationship between Teacher Preparation and Teacher Retention. (2016, methodology): “The most powerful feature of NVivo is its “query,” or search, function, allowing researchers to search by text, code, attribute, and combinations of variables (see Bazely & Richards, 2000; Richards, 1999, 2005).”
The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets (2020, background): “Younger teachers, who are more likely to have been exposed to digital technologies in their education and/or training, begin their career in schools with high concentrations of less advantaged students (Ingersoll 2004).”
Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis (2020, background): “These schools, for example, may have fewer effective teachers (Ingersoll, 2004), lower quality curriculum (Johnson, Kardos, Kauffman, Liu, & Donaldson, 2004), and fewer school-based mental and behavioral health programs/services (Cappella, Frazier, Atkins, Schoenwald, & Glisson, 2008).”