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Essay / Research Paper Abstract
This 3 page paper discusses the challenges of teaching in high-needs NYC schools, and argues that better qualified teachers help students improve their performance. Bibliography lists 2 sources.
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3 pages (~225 words per page)
File: KV32_HV682158rev.rtf
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Unformatted sample text from the term paper:
a high teacher attrition rate, or a high rate of out-of-field teachers" (About the PhysTEC Noyce Scholarship, 2010). Its logical to assume that such schools are located mostly in inner
cities. This paper looks at the situation in New York City with regard to the challenges teachers face in high-need schools, and it argues that unqualified teachers are probably
the biggest problem. It also considers whether or not a teacher could ensure high academic achievement for all students under these circumstances. Discussion A 2008 study of New York City
schools noted that probably the "most important educational resource is teachers" and that teaching quality is central to the "No Child Left Behind Act of 2001 (NCLB) which requires a
highly qualified teacher in every core academic classroom" (Boyd et al., 2008, p. 1). Boyd and his colleagues wanted to explore several issues with regard to teachers qualifications. First, they
wanted to know how the "distribution of teaching qualifications between schools with concentrations of poor students and those with more affluent students" has changed between 2000 and 2005; second, they
wanted to know how changing teacher qualifications impacted students; and third, they wanted to know what the findings mean for improving programs to hire qualified teachers for these difficult schools
(Boyd et al., 2008). The findings are somewhat surprising. First, the researchers found that the gap between qualifications for teachers in high-need schools and those that are more affluent has
"narrowed substantially" during this period (Boyd et al., 2008, p. 4). This was attributed to the fact that newer teachers had improved qualifications as compared to more experienced teachers, rather
than from "differences in quits and transfers between high- and low-poverty schools" (Boyd et al., 2008, p. 4). That is, the teachers entering the profession now are more highly qualified
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