Recruiting Mathematics Teachers: Strategies to Consider

2004 ◽  
Vol 97 (2) ◽  
pp. 92-95
Author(s):  
Barbara J. Reys ◽  
Robert E. Reys
Keyword(s):  
Middle School ◽  
No Child Left Behind ◽  
Mathematics Teachers ◽  
Bachelor's Degree ◽  
Highly Qualified ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
School Year ◽  
Full State ◽  
Certification Requirements

The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.

Sound Off!: A Highly Qualified Mathematics Teacher in Every Classroom by 2005–2006: Blueprint or Fantasy?

2004 ◽  
Vol 97 (1) ◽  
pp. 4-5
Author(s):  
Robert E. Reys
Keyword(s):  
No Child Left Behind ◽  
Bachelor's Degree ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
Left Behind ◽  
School Year ◽  
Full State ◽  
Qualified Teacher ◽  
The Subject ◽  
Certification Requirements

The no child left behind act (P.L. No.107-110, H.R. 1, 2001) mandates a highly qualified teacher in every classroom by the 2005–2006 school year. It sounds great, but what does it mean and can it be achieved? The No Child Left Behind Act (NCLB) calls for all teachers to hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification; thus, their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate.

scholarly journals Meeting The Needs Of Rural Site-Bound Paraeducators

2011 ◽  
Vol 1 (7) ◽  
Author(s):  
Mary Cathey White ◽  
George White ◽  
Mary Susan E. Fishbaugh
Keyword(s):  
No Child Left Behind ◽  
Rural Site ◽  
State University ◽  
Highly Qualified ◽  
Elementary And Secondary Education ◽  
Montana State University ◽  
Left Behind ◽  
Program Of Study ◽  
Associate Of Arts ◽  
Education Act

The Elementary and Secondary Education Act 2002-No Child Left Behind (NCLB) mandates that paraeducators who work with today’s children and youth are highly qualified.  Montana State University-Billings (MSU-Billings) has revised its Associate of Arts Program of Study in Education with the intention of supporting Montana and other rural states in complying with this mandate.  In additioin to a two-year program of study at our main campus, the MSU-Billings College of Technology provides an exam for paraeducators with preparatory/remedial support modules.

Ethnically Diverse Rural Special Educators who are Highly Qualified: Does NCLB Make this Impossible?

2005 ◽  
Vol 24 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Mary Anne Prater
Keyword(s):  
No Child Left Behind ◽  
Rural Areas ◽  
Special Educators ◽  
Ethnically Diverse ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Short Supply ◽  
Left Behind ◽  
Definition Of ◽  
The Impact

Ethnically diverse special educators are in short supply not only in urban and suburban schools, but in rural areas as well. Finding teachers who meet the highly-qualified definition under the No Child Left Behind Act of 2001 worsen the shortage problem. This article addresses the impact of the definition of highly-qualified teachers on the recruitment and retention of ethnically diverse special educators and provides some suggested solutions for rural schools and districts to consider.

High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher

2006 ◽  
Vol 76 (4) ◽  
pp. 698-724 ◽  
Author(s):  
VERONICA GARCIA ◽  
WILHEMINA AGBEMAKPLIDO ◽  
HANAN ABDELA ◽  
OSCAR LOPEZ JR. ◽  
RASHIDA REGISTE
Keyword(s):  
High School ◽  
High School Students ◽  
No Child Left Behind ◽  
School Experiences ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
School Students ◽  
Left Behind ◽  
Qualified Teacher ◽  
Definition Of

In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.

scholarly journals Teacher Retention in a Teacher Resiliency-Building Rural School

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
William W. Malloy ◽  
Tawannah Allen
Keyword(s):  
No Child Left Behind ◽  
School Districts ◽  
Teacher Retention ◽  
Rural School ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
Left Behind ◽  
Teacher Resiliency

This article focuses on the challenge of teacher retention in rural schools in relation to the No Child Left Behind mandate, that school districts must attract and retain highly qualified teachers. This case study examines the extent to which a rural school enhanced teacher retention by overcoming the barriers that might otherwise have presented a challenge to teacher retention. Findings from this study suggest that the nurturing the nurturers concept, inherent in teacher resiliency-building schools, enhances teacher retention strategies.  

Look Back: The feds, the states, and Kappan

2019 ◽  
Vol 101 (2) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
No Child Left Behind ◽  
Federal Government ◽  
Department Of Education ◽  
Federal Mandates ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Federal Department ◽  
Education Act ◽  
State And Local ◽  
Every Student Succeeds Act

Across the decades, the balance of power between the federal government, states, and local districts has shifted numerous times, and Kappan authors have weighed in on each of those shifts. Kappan Managing Editor Teresa Preston traces those shifts, beginning with the 1965 Elementary and Secondary Education Act (ESEA), which gave the federal government a larger role in public education. Further expansion occurred under the Carter administration, with the launch of the new federal Department of Education. As the new department continued operations under Reagan, its priorities expanded, but actual decision-making authority reverted to states. States, in turn, began involving themselves more with instructional and curricular matters, a trend that eventually made its way back to the federal level, with the passage of the No Child Left Behind Act (NCLB). Under NCLB, federal mandates had the effect of requiring state and local levels to take on additional responsibilities, without necessarily having the capacity to do so. This capacity issue remains a concern under the Every Student Succeeds Act (ESSA).

No Child Left Behind and High School Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 642-667 ◽  
Author(s):  
LINDA DARLING-HAMMOND
Keyword(s):  
English Language Learners ◽  
No Child Left Behind ◽  
Low Income ◽  
Urban Areas ◽  
English Language ◽  
College Attendance ◽  
Performance Assessments ◽  
Highly Qualified ◽  
Race And Class ◽  
Left Behind

Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and push-out rates for low-achieving students (especially English language learners), create obstacles to staffing that allow for greater personalization, and discourage performance assessments that cultivate higher-order thinking and performance abilities. In this article, Linda Darling-Hammond proposes specific amendments to NCLB that could help achieve the goal of providing high-quality, equitable education for all students by recruiting highly qualified teachers and defining such teachers in appropriate ways; by rethinking the accountability metrics for calculating adequate yearly progress so that schools have incentives to keep students in school rather than pushing them out; and by encouraging the use of performance assessments that can motivate ambitious intellectual work.

Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement

2006 ◽  
Vol 76 (4) ◽  
pp. 570-586 ◽  
Author(s):  
ARNOLD FEGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
School Improvement ◽  
Public Involvement ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
History Of ◽  
Education Act ◽  
Access To Data

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.

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