- Status Current
- Published February 6, 2014 // Science & Enginneering Indicators 2014
- URL http://ncses.digitalinfo.org/analysis/00007/
Indicator
Characteristics of High-Quality Teachers
Highlights
Novice science teachers—those with 2 or fewer years of experience—are more prevalent at schools with the highest proportions of low-income and non-Asian minority students.
- In 2012, 23% of science classes at schools with the highest concentrations of students eligible for free/reducedprice lunch (i.e., 75%–100% of students) were taught by novice teachers, compared with 10% of science classes at schools with the lowest concentrations of free/reducedprice lunch-eligible students (i.e., 0%–25% of students).
- Similarly, 21% of science classes at schools with the highest concentrations of non-Asian minority students were taught by novice teachers, compared with 14% of classes at schools with the lowest concentrations of nonAsian minority students.
- Students in high-poverty schools were more likely to have novice teachers in science than in mathematics: 23% of science classes compared with 14% of mathematics classes were taught by teachers with 2 or fewer years of experience.
A majority of high school mathematics and science teachers hold degrees in their teaching field or in science or mathematics education.
- In 2012, 73% of high school mathematics teachers had an undergraduate or graduate degree in mathematics or mathematics education, and 82% of high school science teachers had an undergraduate or graduate degree in science (any subject), engineering, or science education.
- Asmallpercentage(4%–5%)ofelementaryschoolteachers of mathematics or science held a degree in mathematics or science.
- Mathematics and science classes with the highest concentrations of non-Asian minority students or the lowest-achieving students were less likely to be taught by teachers with a degree in their teaching field.
Elementary teachers are much more confident in their ability to teach mathematics than in their ability to teach science.
- In 2012, 77% of elementary teachers reported feeling very well prepared to teach mathematics, compared with 39% reporting they felt very well prepared to teach science.
- About half of mathematics and science teachers at most levels felt very well prepared to encourage the participation of female students in mathematics and science. Elementary teachers of science were an exception—only 30% felt well prepared to encourage female students to participate in science.
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