Abstract
With the implementation of the 2001 No Child Left Behind Act, teachers are expected to achieve "Highly Qualified" status. This designation requires full certification, a bachelor's degree, and subject competence. It is designed to identify teachers who have the knowledge and skills to positively impact student learning outcomes. However, national studies indicate a lack of "highly qualified" teachers in high poverty schools. Yet there are high poverty schools where students exhibit high academic achievement. This research looks at that issue and focuses on selected teacher demographics and student achievement in a sampling of high-achieving, high poverty and low-achieving, high poverty schools in South Carolina.
Recommended Citation
Williams, James Zachary and Lee, Debra Smith
(2009)
"Teacher Demographics and Student Achievement in High Poverty Schools: What Makes a Difference?,"
Teacher Education Journal of South Carolina: Vol. 2:
No.
1, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol2/iss1/6