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Vol. 4, Issue I
Spring 2000
A Publication of The Education Trust
ONOR IN THE BOXCAR
Equalizing Teacher Quality
'
R
EBECCA HURST IS A SPECTACULARLY GOOD TEACHER.
,
Though her Algebra II classroom is in one of
,
,
Los Angeles' poorest neighborhoods, if you
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dropped by for an afternoon you wouldn't see either the
disengagement or unruly behavior that we're often led to
believe is inescapable in such settings. Instead, sparked
by their teacher's commitment to instilling in her students
the same passion for mathematics that she has, students
,
vie 'to participate in solving complex math problems
pro~lems many teachers would consider b~yond the
reach of these students. As she writes logarithm after
loganthm on the board; eyes light up and pencils move
fast and furiously on paper as students begin to
understand what it is that is happening in each of the
examples.
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Every day, poor
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children in every city in
.'~Th,~~~ing·:~~~~.;£,:.:,;:" ,,:!;'::;~~~;;; ~:;~~:i~eCn:::c~:;:~~e
\,,~onor J~.,th~' '~~,q~:::•.' .:~'" 'D~~~!' Rebecca. Underpaid,
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personal needs of their
students, these dedicated
adults devote themselves
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selflessly to sharing the
"riches of their own
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education with young people growing up without riches
of any other kind.
But as the pages of this issue of Thinking K-16 show,_
poor children and children of color are far jess likely than
other children to be taught by outstanding teachers like
Rebecca. Indeed, no matter how you measure teacher
qualifications-licensed vi. unlicensed, in- vs. out-of
field, performance on teacher licensure exams, or even
actual effectiveness in producing learning gains-low
income and minority youngsters come up on the short
end.
This fact is hardly lost on Mark Roberts, an African
American father who observed that his daughter's low
income friend Tiffany wasn't having the same kind of
school experiences that he saw in his daughter'S so-called
"gifted and talented" classroom.
In the GT classf(?oms, wrote Mr. Roberts, "children
with the proper pedigrees ... enjoyed the best teachers,
smaller classes, an enriched curriculum, exciting field
trips, challenging assignments, and the protective watch
of the principal. They would never be assigned a teacher
like Mrs. Simmons, who screamed at her students, kept a
brick on her desk, and made frequent calls on her cell.
phone. Tiffany was in her class."
When Roberts questioned the principal about these
differences, the response was chilling: "Remember who
we are talking about:~ the principal explained. "There's
only so much we can .do for those kids."
For years, of course, we've known about inequities
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continued next page
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Box 20
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