The status of teacher quality in rural high schools: a descriptive analysis
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Abstract
The purpose of this study is (1) to ascertain the nature of teacher quality in rural
schools; (2) to determine the extent to which rural teachers meet the standards set by
NCLB requirements for highly qualified teachers; and (3) to search for patterns of
regional differences in the demographic characteristics and/or academic qualifications of
rural high school teachers. The study utilizes survey research as the method for data
collection. The research findings are derived from a secondary analysis of an existing
large, comprehensive, nationally representative survey dataset of public school teachers
collected by the National Center for Education Statistics. The analysis of data concerning
the quality of the rural high school teaching force provides valuable information to a
variety of education stakeholders who are working to address the teacher quality issue—
rural school administrators, policymakers, and educational researchers. To date, limited
research has been conducted on this issue in the U.S.
Major findings from research question one were: The race/ethnicity of rural high
school teachers is more homogeneous than any other group of high school teachers. On
average, the more rural the school district, the less diverse the race/ethnicity of the high
school teaching force. The average age of a rural high school teacher is 42 and there are
approximately 55 percent female and 45 percent male teachers in rural high schools.
Major findings from research question two were: There are major disparities for
rural high school teachers in terms of advanced degrees. The vast majority of rural high
school teachers earn their teaching certificate through a bachelor’s degree program. When
examining rural high school core subject area teachers, the findings reveal that 42 percent
of these teachers are teaching out-of-field in at least one core subject area.
Major findings from research question three were: Approximately 98 percent of
rural high school teachers hold a bachelor’s degree and 96 percent hold a teaching
certificate in their main teaching assignment. After controlling for the subject matter
competency variable, it was determined that at most 92 percent of rural high school
teachers meet the highly qualified teacher requirements set forth in NCLB.
Major findings from research question four were: Rural high school teachers in
the Western states chose to leave their schools an average of three years earlier than
teachers in other states. Rural high schools experience less teacher turnover than other
geographic areas even though they earn an average of $5,000 less than high school
teachers in other areas of the U.S. and $8,000 than the average urban high school teacher.