The Changing Distribution of Teacher Qualifications Across Schools - A Statewide Perspective Post-NCLB

Oct 15, 2026

Uploaded by dawugda

Policy initiatives under NCLB, including highly qualified teacher provisions, aimed to raise teacher qualifications and improve how they are distributed across schools, yet their effects remain insufficiently understood. Using Illinois population data on teachers and schools from 2001 to 2006, the study measures changes in the level and distribution of teacher qualifications. Results show the strongest improvements in Chicago schools serving the highest shares of low-income and minority students, with more mixed gains outside Chicago. Changes were driven by hiring new teachers with stronger academic skills and reducing hiring of new and experienced teachers lacking full certification. Findings indicate a positive combined effect from NCLB provisions, Illinois alternative-route programs, and Chicago recruitment efforts, but disparities persist.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Background and policy context

Data and research design

Findings on distribution changes (2001-2006)

Mechanisms: hiring, certification, and qualification shifts

Implications and remaining disparities

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 18 Number 28 November 20th, 2010 ISSN 1068-2341 | | The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB Karen J. DeAngelis University of Rochester Bradford R. White Illinois Education Research Council Jennifer B. Presley Association for Public and Land-grant Universities Citation: DeAngelis, K.J., White, B.R., & Presley, J.B. (2010). The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB Education Policy Analysis Archives, 18(28). Retrieved [date], from [http://epaa.asu.edu/ojs/article/view/722](http://epaa.asu.edu/ojs/article/view/722) Abstract: A number of recent policy initiatives, including NCLB’s highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages oflow-income and minority students, experienced the greatest improvements in teacher qualifications during the period. Although positive changes in teachers’academic qualifications in Illinois were not restricted to the state’s largest urban district, the results were more mixed in non-Chicago locales. The employment of new teachers with stronger academic skills and reductions in the employment of new and experienced teachers without full certification contributed to these outcomes. Our results suggest that a number of policy initiatives, including NCLB’s highly qualified teacher provisions, the introduction of alternative route programs in Illinois, and Chicago’s comprehensive efforts to recruit talented new teachers, together had a positive impact on the level and distribution of teacher qualifications. Even so, Illinois has a long way to go before disparities in teacher qualifications across its schools are eliminated. Keywords: teacher distribution; teacher qualifications; educational policy La cambiante distribución de competencias docentes en las escuelas: Una perspectiva en un estado post-NCLB. Resumen: Una serie de iniciativas políticas recientes, inclusive las disposiciones sobre “maestrosaltamente calificados” según la ley NCLB, han tratado de mejorar las competencias de maestros y sudistribución en todas las escuelas. Sin embargo, se sabe poco acerca del impacto de estas políticas. En este estudio usamos datos de población de docentes y escuelas en Illinois para examinar los cambios en el nivel y la distribución de las competencias de los docentes desde 2001 a 2006. Encontramos que las escuelas en Chicago, especialmente las que sirven porcentajes más altos de estudiantes de minorías y de bajos ingresos, experimentaron las mejoras más grandes en las cualificaciones de maestros durante el periodo. Aunque los cambios positivos en las competencias académicas de maestros en Illinois no se limitaban al distrito urbano más grande del estado, los resultados fueron mixtos en otros lugares. Contrataciones de maestros nuevos con competencias académicas más fuertes y reducciones en las contrataciones de maestros nuevos y con experiencia, pero sin certificación completa contribuyeron a estos resultados. Nuestros resultados sugieren que una serie de iniciativas políticas, inclusive las disposiciones de maestros altamente cualificados según la ley NCLB, la introducción en Illinois de programas de rutas alternativas de certificación profesional, y los esfuerzos comprensivos de Chicago por contratar a nuevos docentes talentosos, tuvieron un impacto positivo en el nivel y la distribución de competencias de los docentes. Aú

FAQs

Which policy initiatives are evaluated in relation to teacher qualifications?

The study focuses on NCLB highly qualified teacher provisions and also considers Illinois alternative-route programs and Chicago’s efforts to recruit talented new teachers.

How does the study measure changes in teacher qualifications?

It uses population data on teachers and schools in Illinois to examine changes in both the level and the distribution of teacher qualifications from 2001 to 2006.

Where were improvements in teacher qualifications most pronounced?

Improvements were greatest in Chicago, particularly in schools serving the highest percentages of low-income and minority students.

Oct 15, 2026

Uploaded by dawugda