Washington Contact:
Elizabeth King 202-225-4001
Statement by Congressman Chaka Fattah
TEACHING INEQUALITY:
HOW POOR AND MINORITY STUDENTS ARE SHORTCHANGED
ON TEACHER QUALITY
This report lends reliable statistical analysis and positive policy recommendations to those of us committed to education equity. It clearly supports the quest for universal student achievement and recognizes the vital role that an equitable distribution of resources plays in meeting that goal. Ms. Peske and Ms. Haycock put forth evidence for what has often been asserted anecdotally and can now be shown conclusively: students attending high-poverty and high-minority schools are more often taught by teachers with low qualifications. These schools then consistently demonstrate lower academic results than schools staffed by the most highly qualified professionals.
In recent years much attention has been paid to measuring student progress and developing data which can be used to rate students, teachers, schools and districts. Unfortunately, much of this discussion has been limited to identifying problems and has failed to find solutions. In this report, the authors show not only the integral role that quality teaching plays in closing the achievement gaps but also policies which currently support and hinder the efforts to more equitably distribute our teaching talent in the interest of our nation’s children.
Recognizing that a fair distribution of adequate resources is necessary for student achievement, I have introduced the “Student Bill of Rights.” This bill seeks to address the problems presented in this report. Following the lead of No Child Left Behind and the desire for accountability, this bill would require states to report the level of adequacy and equity with which vital fundamentals of educational opportunity, including high quality teachers, are distributed. I look forward to the continued opportunity to work with those committed to universal student achievement and education equity.