Teacher Quality in Michigan

Abstract

Most of the low-performing schools and students are in urban districts where poverty is high, where large proportions of students have limited English proficiency, and where students perform poorly on achievement tests. Moreover, urban districts face numerous challenges, including attracting teachers to their schools and optimizing their hiring, transfer, and retention policies so that they bring the best available teachers to the classroom setting. What's now needed is an understanding of how schools differ on the qualifications of their teachers and the mechanisms driving these differences. In this article, the authors use the Detroit metropolitan region as a case study in order to (a) determine whether there is teacher sorting across schools and districts, and (2) identify which schools and districts have the least qualified teachers.

Assessment Criteria For The Quality Of Educational Activities At School

“…• the quality of teaching (Barber & Mourshed, 2008;Gawlik et al, 2012;Goh & Wong, 2014;Panayiotou et al, 2014);…”

“…In this case, many researchers determine the quality of teaching as the leading factor in the quality of school education (Barber & Mourshed, 2008;Gawlik et al, 2012). To improve the quality of teaching at school special attention should be paid to improving the competence of the teacher, and, accordingly, to training programmes and retraining of teaching staff (Goh & Wong, 2014), the modernization of the criteria used for the teacher certification (Heck, 2007), as the quality of school education cannot be higher than the quality of teachers working there (Barber & Mourshed, 2008).…”