Legislating Equity: The Distribution of Emergency Permit Teachers in California.

By L. Goe. 2002

95 citations recorded by the source corpus.

There is a significant negative relationship between the percentage of teachers on emergency permits and student achievement at the school level in California schools, after controlling for other student and school characteristics. Generally, the more emergency permit teachers there are in a school, the lower the school's achievement. This phenomenon is examined in the context of other contributors to student achievement such as socio-economic status and school size. The effects of teacher distribution and school selection as contributing factors are considered. In addition, policy and legislative initiatives related to emergency permit teachers that have been recently debated in California will be discussed. Finally, a set of initiatives is proposed that attempt to decrease the need for emergency permit teachers and ensure that those that must be hired due to shortage conditions have the support they need to become credentialed teachers.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/c680faf5dbcedc11c3729cda7c91a957bba53c8a

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Citations in the corpus

Recruiting and Retaining "Highly Qualified Teachers" for Hard-to-Staff Schools (2004, background): “Also, a wide range of other research reveals that teacher certification does matter for student achievement (Betts, Rueben, & Dannenberg, 2000; Fuller, 2000; Goe, 2002).”
Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions. (2012, unknown): “Studies at the state, district, school, and individual student level have found that teachers’ academic background, preparation for teaching, certification status, and experience significantly affect their students’ learning gains (Betts, Rueben, & Danenberg, 2000; Boyd, Grossman, Lankford, Loeb, & ”
Third Annual Brown Lecture in Education Research—The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future (2007, background): “Researchers have found that the proportion of teachers in a school who are fully certified influences the likelihood that students will do well on required state tests, after controlling for student characteristics such as poverty (Betts, Rueben, & Danenberg, 2000; Fetler, 1999; Fuller, 1998, 2000; ”
Inequality and the Right to Learn: Access to Qualified Teachers in California's Public Schools. (2004, background): “Among school resources, teacher certification status (i.e., the proportion of teachers on full vs. emergency credentials) has been the strongest predictor of school-level student achievement in mathematics and reading, followed by teacher experience (Betts, Rueben, & Dannenberg, 2000; Fetler, 1999; ”
Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “Here, studies ask questions such as, “What is the current distribution of emergency permit teachers in the state?” (Goe, 2002) and “How much variation is there in the quality attributes of teachers (including certification status) across schools?” (Lankford, Loeb, & Wyckoff, 2002).”