Inequitable dispersion: Mapping the distribution of highly qualified teachers in St. Louis metropolitan public elementary schools

Abstract

The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (

Geo‐spatial analyses in education research: the critical challenge and methodological possibilities

“…Recent advances in geographic analysis software allows GIS to function as a useful device in research on transportation modes and urban planning strategies (Admadi Nejad Masouleh et al, 2009;Kelly & Fu, 2014;Sisson et al, 2006;Wu & Batterman, 2006). Education researchers have used GIS to examine teacher distribution and local-level choice programs (Cobb & Glass, 1999;Parsons et al, 2000;Saporito & Sohoni, 2006;Schultz, 2014;Taylor, 2002), and Tate's (2012b) recent volume highlights advances in GIS for understanding urban contexts (Hogrebe, 2012). GIS has enabled research on inequitable distribution of public services including medical care centres, playgrounds, parks, and preschools (Knox, 1978;Oh & Jeong, 2007;Shen, 1998;Talen & Anselin, 1998;Yoon & Srinivasan, 2015).…”

“…Internationally, a number of researchers have measured potential choice options and modelled catchment areas by utilising GIS for a better understanding of access to schools in school choice schemes (Chumacero et al, 2011;Collins & Coleman, 2008;Edmark et al, 2014;Gulosino & Lubienski, 2011;Hamnett & Butler, 2011;Harris et al, 2007;Karsten et al, 2003;Lubienski et al, 2013;Parsons et al, 2000;Rehm & Filippova, 2008;Seppánen, 2003;Singleton et al, 2011;Yoshida et al, 2009). They identify the relationship between geography and educational options, and thereby help enhance empirical understandings of school choice (Brock, 2013;Gordon, 2008;Henig, 2009;Ledwith & Reilly, 2013;Lubienski & Dougherty, 2009;Orfield, 2002;Taylor, 2009).…”

“…Mapping provides insights for discussions of how different areas attract more diverse sets of market entrants and actors, and who might benefit from school choice policies (Gulosino & d'Entremont, 2011;Gulosino & Lubienski, 2011;Lubienski et al, 2009). Mapping provides insights for discussions of how different areas attract more diverse sets of market entrants and actors, and who might benefit from school choice policies (Gulosino & d'Entremont, 2011;Gulosino & Lubienski, 2011;Lubienski et al, 2009).…”

“…GIS has enabled research on inequitable distribution of public services including medical care centres, playgrounds, parks, and preschools (Knox, 1978;Oh & Jeong, 2007;Shen, 1998;Talen & Anselin, 1998;Yoon & Srinivasan, 2015). Education researchers have used GIS to examine teacher distribution and local-level choice programs (Cobb & Glass, 1999;Parsons et al, 2000;Saporito & Sohoni, 2006;Schultz, 2014;Taylor, 2002), and Tate's (2012b) recent volume highlights advances in GIS for understanding urban contexts (Hogrebe, 2012).…”

Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicago’s Urban Preparatory Academies and Harlem Children’s Zone

“…In the context of the study, a highly qualified teacher is defined as an individual who has full state certification in the content area; a minimum of a bachelor's degree gained from an accredited institution of higher education; and subject knowledge and teaching skills in reading, writing, mathematics, and other areas of curriculum and pedagogy as signaled by the successful completion of a rigorous state examination (NCLB, 2002;Schultz, 2014).…”