Minority Teacher Report to the Oregon Legislature, 1997. Response to the Minority Teacher Act of 1991.Reportar como inadecuado

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This report covers data on the number of minorities interested in teaching and the soundness of the "pipeline," the paths leading minorities into higher education, teacher education, and successful classroom placement. The data were analyzed according to 10 indicators, arranged in three groups. The first group surveyed progress up to the baccalaureate level, focusing on the number of minority students enrolled in community colleges, and those applying to, accepted by, and graduating from public four-year institutions. The second group of indicators followed minority students through the pipeline to certification as teachers, including the number applying to, accepted by, and enrolled in teacher education programs; the number completing the programs; and the number receiving certification as a result of their professional training. The third group of indicators measured the changing racial and ethnic composition of education professionals, showing newly employed minority teachers and minority teachers already in the classroom. Data are presented in 10 tables. Findings indicated that minorities represent 12.3 percent of enrollment in and 9.9 percent of graduates from public four-year colleges, 9.9 percent of teacher education enrollment, 7.4 percent of teacher education graduates, and 5.2 percent of newly employed educators. The "Minority Teacher Act of 1991" is appended. (ND)

Descriptors: Black Teachers, Diversity (Faculty), Educational Policy, Elementary Secondary Education, Enrollment Influences, Higher Education, Minority Group Teachers, Minority Groups, Preservice Teacher Education, Public Schools, State Colleges, State Legislation, Teacher Certification, Teacher Placement, Teacher Recruitment

Autor: Oregon State Dept. of Education, Salem. Office of Educational Policy and Planning.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12387&id=ED410223

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