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Segregated by Teacher Experience in California. A Policy Brief

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Title: Segregated by Teacher Experience in California. A Policy Brief
Language: English
Authors: Ryan Pfleger, Gary Orfield, University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles
Source: Civil Rights Project - Proyecto Derechos Civiles. 2024.
Availability: Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu
Peer Reviewed: N
Page Count: 36
Publication Date: 2024
Document Type: Reports - Research
Descriptors: Racial Segregation, Experienced Teachers, Equal Education, African American Students, Hispanic American Students, Disproportionate Representation, Educational Quality, Public Schools, Beginning Teachers, Racial Composition, White Students, Asian American Students, Minority Group Students
Geographic Terms: California
Abstract: Among the many inequalities associated with racial segregation in schools, one notable disparity is the unequal access to experienced teachers. Schools with high proportions of Black or Latinx students have a disproportionate share of inexperienced teachers, both throughout the nation and in California specifically (Clotfelter, Ladd, & Clifton, 2023; Darling-Hammond, 2004; Goldhaber, Lavery, & Theobald, 2015; Knight, 2019; Learning Policy Institute, 2023; Shields et al., 1999). State-level policies and analyses in California have addressed the racial distribution of teacher experience, including the State's release of three annual reports in 2015, 2016, and 2017 titled, "California State Plan to Ensure Equitable Access to Excellent Educators." This study analyzes seven years of the most recent publicly available data from California's public schools, focusing on the relationship between student race and teacher experience. The authors categorized teacher experience in various ways: identifying teachers as "novices" based on 1, 2, or 3 years of teaching experience, and calculating the average and median years of experience at each school. Segregation was assessed from multiple angles by grouping schools based on their racial composition in six different ways, including categories such as "majority non-white" and "90% or more underrepresented minorities" that measure varying degrees of racial concentration. It also presents a regression model to investigate whether the relationship between teacher experience and racial composition holds when taking into account other variables, such as poverty status. The multiple ways of assessing the relationship all point to a discouraging conclusion: California continues to maintain a system of segregated schools that are separate and unequal in terms of teacher experience. The remainder of this report details and provides context for these findings. It concludes with a discussion of several possible ways to address the inequitable distribution of teacher experience in California.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED650854
Database: ERIC
FullText Text:
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  Data: Segregated by Teacher Experience in California. A Policy Brief
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  Data: <searchLink fieldCode="AR" term="%22Ryan+Pfleger%22">Ryan Pfleger</searchLink><br /><searchLink fieldCode="AR" term="%22Gary+Orfield%22">Gary Orfield</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+California%2C+Los+Angeles%2E+Civil+Rights+Project+%2F+Proyecto+Derechos+Civiles%22">University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Civil+Rights+Project+-+Proyecto+Derechos+Civiles%22"><i>Civil Rights Project - Proyecto Derechos Civiles</i></searchLink>. 2024.
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  Data: Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu
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  Data: 36
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  Data: <searchLink fieldCode="DE" term="%22Racial+Segregation%22">Racial Segregation</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: Among the many inequalities associated with racial segregation in schools, one notable disparity is the unequal access to experienced teachers. Schools with high proportions of Black or Latinx students have a disproportionate share of inexperienced teachers, both throughout the nation and in California specifically (Clotfelter, Ladd, & Clifton, 2023; Darling-Hammond, 2004; Goldhaber, Lavery, & Theobald, 2015; Knight, 2019; Learning Policy Institute, 2023; Shields et al., 1999). State-level policies and analyses in California have addressed the racial distribution of teacher experience, including the State's release of three annual reports in 2015, 2016, and 2017 titled, "California State Plan to Ensure Equitable Access to Excellent Educators." This study analyzes seven years of the most recent publicly available data from California's public schools, focusing on the relationship between student race and teacher experience. The authors categorized teacher experience in various ways: identifying teachers as "novices" based on 1, 2, or 3 years of teaching experience, and calculating the average and median years of experience at each school. Segregation was assessed from multiple angles by grouping schools based on their racial composition in six different ways, including categories such as "majority non-white" and "90% or more underrepresented minorities" that measure varying degrees of racial concentration. It also presents a regression model to investigate whether the relationship between teacher experience and racial composition holds when taking into account other variables, such as poverty status. The multiple ways of assessing the relationship all point to a discouraging conclusion: California continues to maintain a system of segregated schools that are separate and unequal in terms of teacher experience. The remainder of this report details and provides context for these findings. It concludes with a discussion of several possible ways to address the inequitable distribution of teacher experience in California.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 36
    Subjects:
      – SubjectFull: Racial Segregation
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Racial Composition
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Asian American Students
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: California
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      – TitleFull: Segregated by Teacher Experience in California. A Policy Brief
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            NameFull: Gary Orfield
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