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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


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.

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Copyright: 2008
Format: PDF
Pages: 33
Publisher: U.S. Department of Education, Institute of Education Sciences