An Analysis of State Data on the Distribution of Teaching Assignments Filled by Highly Qualified Teachers in New York Schools

By Susan Mundry, Patricia Bourexis, Sarah Guckenburg, Ann Brackett

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Description

A high percentage of core teaching assignments in New York rural schools and districts are filled by highly qualified teachers, with only small differences across key factors such as school poverty and school need for improvement. The state’s urban schools—particularly those in New York City—have fewer core assignments filled by highly qualified teachers.

Information about the regional educational laboratory (REL) system and other REL publications can be found at the National Regional Educational Laboratory Program website.

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