The shares of credentialed staying teachers are smaller in high-poverty schools: Percentage-point difference between the share of teachers staying in high-poverty schools who have a given credential and the share of teachers staying in low-poverty schools with that credential

Fully certified -1.8
Took traditional route -6.3
Experienced (over 5 years) -5.2
Has ed. background in subject -5.4

Notes: Data are for teachers in public noncharter schools. According to research and to the U.S. Department of Education, highly qualified teachers have the following four credentials: They are fully certified (with a regular, standard state certificate or advanced professional certificate versus not having completed all the steps); they took a traditional route into teaching (participated in a traditional certification program versus an alternative certification program, the latter of which is defined in the teacher survey questionnaire as “a program that was designed to expedite the transition of nonteachers to a teaching career, for example, a state, district, or university alternative certification program”); they are experienced (have more than 5 years of experience); and they have a background in the subject of main assignment, i.e., they have a bachelor's or master's degree majoring in the main teaching assignment field (general education, special education, or subject-matter specific degree) versus having no educational background in the subject of main assignment. A teacher is in a low-poverty school if less than 25 percent of the student body in his/her class is eligible for free or reduced-price lunch programs; a teacher is in a high-poverty school if 50 percent or more of the student body she/he teaches are eligible for those programs. Teaching status is determined by the reported status of teachers in the Teacher Follow-up Survey conducted for the 2012–2013 school year, one year after the Schools and Staffing Survey. Teachers who stay at the same school are teachers whose status the year after is “Teaching in this school.”

Source: 2011–2012 Schools and Staffing Survey (SASS) microdata and  2012–2013 Teacher Follow-up Survey (TFS) microdata from the U.S. Department of Education's National Center for Education Statistics (NCES)

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