Student Math Achievement and Out-of-Field Teaching

Bibliographic Data

ID9734973
AuthorsJason G Hill (RTI International, Research Triangle Park, NC, corresponding author), Ben Dalton (0000-0003-2198-0418, RTI International, Research Triangle Park, NC)
Year2013
Volume42
Issue7
Pages403-405
Publication date2013-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x13505682
OpenAlexW2104218205
LanguageEN
Citations received6
References cited4

This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics’ High School Longitudinal Study of 2009 (HSLS:09). The authors discuss the limitations of existing data sources for measuring teacher qualifications, such as the Schools and Staffing Survey (SASS), and show how HSLS:09 can be used to analyze the distribution of qualified teachers in mathematics. The results demonstrate that ninth-grade students in most need of a qualified math teacher are least likely to have one

Academic achievement · Certification · Field (mathematics · Mathematics education · Ninth · Physics · Political science · Sass · Staffing · Statistics education · Student achievement · Computer Science · Diverse Educational Innovations Studies · Mathematics · Psychology · School Choice and Performance · Teacher Education and Leadership Studies

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