Are Mathematics Teacher Assignments Equitable? An Analysis of the Qualifications of Mathematics Teachers by Course Level

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Overt and Covert Tracking: Relationships Among Curricular Access, School Policies, and Student Characteristics (Table 18)

Abstract

School course placement policies often limit the opportunities of marginalized students who schools often segregate into lower-level, non-advanced courses. Therefore, looking at the differences in access to teacher quality by mathematics course placements can support more equitable practices to support the mathematics achievement of marginalized students. Our analysis found that teachers of advanced math were more likely to have more than five years of high school math teaching experience, master’s degrees, STEM degrees, and college calculus coursework, implying that they were more qualified on multiple levels. We conclude by discussing implications for mathematics teacher assignments and future research to promote equity in mathematics learning outcomes for students.

Authors

• Kristian Edosomwan, Texas A&M University

• Lynette O’Neal, Texas A&M University

• Miriam M. Sanders, University of Wyoming