Access to Certified Mathematics Teachers in Advanced Mathematics From the 2015–2016 Civil Rights Data Collection

• In Event: Innovative Recruitment and Preparation Strategies in Teacher Education

Abstract

This study explores the prevalence of student access to certified teachers, specifically certified to teach mathematics, and how this access is distributed across schools. The Civil Rights Data Collection (CRDC) allows for an in-depth analysis of the national landscape of student access to higher-level mathematics courses, and also the degree to which students have access to courses taught by qualified teachers. In addition to looking at the breadth of access, this study also focuses on access to certified teachers in Calculus, specifically investigating variation in access by race/ethnicity and across States. The findings can help to inform school-, district- and state- level policies aimed at ensuring equitable access to qualified mathematics teachers for all students.

Authors

• Lauren E Jetty, Applied Engineering Management Corporation

• Julia Bloom-Weltman, Applied Engineering Management

• Rose E. Honey, Independent Consultant

• Marshal Fettro, Applied Engineering Management Corporation

• Laura Long, Applied Engineering Management Corporation