High school math teaching doesn't add up

High school math teaching doesn't add up

A paper presented at the Annual Conference of the Association for Education Finance and Policy has shown that students taking lower-level classes, and those in schools in underprivileged areas, have less chance of having a qualified math teacher (one with a degree or other qualification in the subject). This is despite numerous policy efforts in the past decade to ensure that all children receive teaching of the same quality. The study used data from the High School Longitudinal Study of 2009, which includes over 12,000 students linked to mathematics teachers in over 700 public schools. The research is a correlational study based on cross-sectional data, and does not seek to draw out possible causes.

Johns Hopkins University

School of Education

Center for Research and Reform in Education

Research in Brief

Views: 199

▶ Reply to This

JOIN SL 2.0

SUBSCRIBE TO

SCHOOL LEADERSHIP 2.0

Feedspot named School Leadership 2.0 one of the "Top 25 Educational Leadership Blogs"

"School Leadership 2.0 is the premier virtual learning community for school leaders from around the globe."

---------------------------

 Our community is a subscription-based paid service ($19.95/year or only $1.99 per month for a trial membership)  that will provide school leaders with outstanding resources. Learn more about membership to this service by clicking one of our links below.

 

Click HERE to subscribe as an individual.

 

Click HERE to learn about group membership (i.e., association, leadership teams)

__________________

CREATE AN EMPLOYER PROFILE AND GET JOB ALERTS AT 

SCHOOLLEADERSHIPJOBS.COM

New Partnership

image0.jpeg

Mentors.net - a Professional Development Resource

Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and

other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching

practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.

© 2026   Created by William Brennan and Michael Keany   Powered by

Badges  |  Report an Issue  |  Terms of Service