Science Daily reports a Univ. of Missouri Study that finds low income students less likely to have qualified math teachers.
How would each perspective interpret this bit of news?
Changes in Store for Sunset Park Elementary
A local magnet school isn't very attractive. Is it the year round calendar (which would speak to Tyak and Cuban's work on the grammar of schooling) or something else?
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This was an interesting and thought provoking article. First, to answer your question - how would each perspective interpret this bit of news, I offer these items for consideration:
Both the Conservative and Liberal perspectives would state that equal educational opportunities are important. They would possibly come together to determine how to remove the barriers that are keeping the opportunities unequal.
The Liberal perspective folks would engage in additional activities to determine what other compensations may be offered to help these disadvantaged groups ‘catch-up’ to grade level, where they should be studying.
The Radicals would perhaps be crying, “Here’s more proof!” in support of their belief that schools are intrinsically unfair, giving more advantage to the advantaged and hurting the disadvantaged more.
It would be interesting to see what modifications would be proposed to remove the barriers to equal educational opportunity. Teacher pay grades are based on amount of education and years experience teaching and are standard for every area. To change the pay scale, for small pockets of need would likely cause a stir among existing teachers in the area. Additional resources, curriculum or manipulatives would require financial sponsorship, which would catch the attention of local tax payers. It is a very challenging situation.
Personally, it was interesting to note the statistics quoted in the article in the paragraph titled Other findings included. These numbers stated that, nearly a third of 8th grade math teachers did not major in mathematics or mathematics education. This statement gives no consideration to alternate paths to a teaching career. I am offended by the implication that a teacher cannot be considered as qualified to teach mathematics without this specific education. As an adult beginning a second career, my degree will be in Teaching and my certification will be in the area of Mathematics. My undergraduate degree in Mechanical Engineering is evidence of the significant amount of math along with the applications of math that I have studied. I fully intend on being an excellent teacher of mathematics, even without being a mathematics major.
The second statistic states that about 40 percent of the students are taught mathematics by teachers without full certification, who were not mathematics or mathematics education majors and had less than 3 years of teaching experience. This statement does not give consideration to the time required to pass required tests become certified and for state education offices to complete the paperwork for such documentation. It becomes a near impossibility to meet this requirement when consideration is given to the fact that, at least locally, the average career for new teachers is 3 years and then these new teachers leave the profession.
Clearly, the definition of a qualified teacher should be examined. Moreover, the reason for new teachers leaving the profession needs to be determined and the trend reversed. Until these issues are resolved, any student would be considered fortunate to have a teacher meeting the narrow definition proposed in this article.
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