By: Krystle Crossman
The Center for American Progress has released a report that they have been putting together about how minority students often get the short end of the stick when it comes to the teachers who are teaching them in school. The report pulled data from schools in Louisiana and Massachusetts in low-income areas.
What was found in this report was that those in these low income area schools had teachers that scored lower on teacher evaluation tests as compared to teachers in areas that were a little more financially stable. These evaluations score teachers based on how well their students do on standardized tests. They also are scored based on observations that are made in the classroom. The reason that these two states were chosen is because they are very open about putting the scores of the teacher evaluations out in the public.
After completing their research in Louisiana they came to the conclusion that the minority students of color were three times more likely to have teachers that were rated as “less effective”. While there were only 6.8% of the teachers that were scored as ineffective in the low-income schools this number is still a stark contrast to the 2.4% that were rated as ineffective in the schools that had the lowest levels of poverty. In Massachusetts the teachers are labeled as “unsatisfactory” when they do not get high marks on the evaluations. Massachusetts teachers stacked up better than those in Louisiana but they still found that students in schools with high poverty levels were still three times more likely to have a teacher that was unsatisfactory. The schools with low poverty levels have 0.4% of their teachers ranked as unsatisfactory while the schools with the higher poverty levels has 1.2% of unsatisfactory teachers.