Are teachers evenly allocated among low, average, and high-poverty schools?: Share of U.S. 8th-grade math teachers with quality measure in high-poverty schools compared with average and low-poverty schools, 2011
| With five or more years of experience | With major or minor in math | With regular/standard certification | ||||||
|---|---|---|---|---|---|---|---|---|
| Average | High poverty | Gap (average–high poverty) | Average | High poverty | Gap (average– high poverty) | Average | High poverty | Gap (average–high poverty) |
| 83.7% | 80.7% | 3.0% | 82.4% | 78.9% | 3.5% | 92.2% | 90.2% | 2.0% |
| Low poverty | High poverty | Gap (low–high poverty) | Low poverty | High poverty | Gap (low–high poverty) | Low poverty | High poverty | Gap (low–high poverty) |
| 86.1% | 80.7% | 5.4% | 88.8% | 78.9% | 9.9% | 95.2% | 90.2% | 5.0% |
Note: Data are for public, noncharter schools. High-poverty schools are those in which more than 50 percent of students are eligible for free or reduced-price lunch. In low-poverty schools the share of such students is up to 25 percent.
Source: 2011 National Assessment of Educational Progress (NAEP) microdata from the National Center for Education Statistics (NCES). Data from schools operated by the Department of Defense for the children of service members are excluded.