Poverty by a teacher with a credentialPoverty by a teacher with a credential

Poverty effects the ability of impoverished
schools to match qualified teaches with their chosen field of study.
While most teachers hold basic qualifications to teach a certain field, they
are often assigned to perform their duties outside of their field. For example,
mathematics classes in high-poverty high schools are
twice as likely to be taught by a teacher with a credential other than
mathematics as are mathematics classes at low-poverty high schools. Similarly,
for science classes at high-poverty high schools, teachers are three times as
likely to be credentialed in areas other than science as those who teach
science at low-poverty high schools (Wirt et al., 2004).4 (Cynthia
Hudley,2013) Also a study by Heather G. Peske and Kati Haycock shows that Students in high-poverty
and high- minority schools also are shortchanged when it comes to getting
teachers with a strong background in the subjects they are teaching. Classes in
high-poverty and high- minority secondary schools are more likely to be taught
by “out-of-field teachers”. (Teacher Inequality, 2006) Also, many teachers at
both the elementary and the secondary school levels holds a bachelor’s degree
and a regular teaching certificate but are assigned to teach classes in fields
that do not match their educational background.  According to an
exploratory analysis by Richard Ingersoll, “at the elementary school level the
data show that 12 percent of those who teach regular pre-elementary or general
elementary classes do not have an undergraduate or graduate major or minor in
the fields of pre-elementary education, early childhood education, or
elementary education and on the secondary level, “about a third of all public
secondary school math teachers have neither a major nor a minor in math, math
education, or related disciplines, such as engineering or physics. About one quarter of all secondary school English
teachers have neither a major nor a minor in English or related subjects, such
as literature, communications, speech, journalism, English education, or
reading education. In science, slightly lower levels—about one fifth of all
public secondary school teachers—do not have at least a minor in one of the
sciences or in science education. Finally, about a fifth of social studies
teachers are without at least a minor in any of the social sciences, in public
affairs, in social studies education, or in history.” (Richard Ingersoll,
out-of-field Teaching 2002) Similarly, Schools
with high poverty enrollments, high minority enrollments, and schools that are
in urban areas have less access to qualified teachers then low poverty schools.
For example, teachers in high-poverty schools are less likely to have graduate
degrees than are teachers in low-poverty and teachers in suburban white schools
are likely to have full certificates than those in urban poor schools.