In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States

Abstract

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Crème de la Crème: The Teach For All Experience and Its Lessons for Policy-Making in Latin America

“…For example, Falus and Goldberg (2011) found that a larger proportion of teachers in schools located in high and middle class neighborhoods have a higher education training, know how to operate a computer and are more experienced than in schools located in low income neighborhoods and in rural schools. This pattern is found in all countries and is confirmed in studies of countries as diverse as Mexico and Uruguay (Luschei, 2012;Luschei & Carnoy, 2010).…”

Migration and the Pursuit of Education in Southern Mexico

“…As noted elsewhere (Santibañez et al 2005; Luschei 2012), schooling infrastructure and quality have not necessarily kept pace with rising educational aspirations in many parts of rural Mexico, and employment opportunities that reward education also remain scarce in these communities. The need to migrate domestically for education was a recurrent perception expressed by both boys and girls, providing a partial explanation for the increasing salience of ‘schooling migration’ illustrated in Table 2.…”

“…Extant research largely views migration and schooling as competing outcomes for Mexican youth (Kandel and Massey 2002; Meza and Pederzini 2009; McKenzie and Rapoport 2011). Yet, because educational infrastructure and quality have not kept pace with schooling demand in many impoverished parts of the country, domestic migration for schooling is an increasingly salient decision for rural youth (Santibañez et al 2005; Luschei 2012). Moreover, a family’s ability to send children to Mexican cities for schooling rises with remittances received from migrants abroad and/or with logistical and financial support from migrants within Mexico.…”

Why Some Countries Attract More High-Ability Young Students to Teaching: Cross-National Comparisons of Students’ Expectation of Becoming a Teacher

“…Occupations tend to be prestigious if they involve highly complex work and thus require a high level of education or a license (Ingersoll and Merill 2011; Rowan 1994). Literature suggests that credentials are important indicators of the degree of professionalization (Ingersoll and Merill 2011) as well as of teacher quality (Akiba et al 2007; Darling-Hammond 2000; Luschei 2012). Many countries such as the United States have made efforts to raise certification standards (Constantine et al 2009; Darling-Hammond and Sykes 2003) in order to strengthen professionalization of teaching as well as to improve teachers’ quality.…”