Factors Contributing to Support Gap

By: Shane Rooney

Graph depicts data retrieved from: "The Support Gap:
New Teachers’ Early Experiences in High-Income
and Low-Income Schools."

 

The graph above displays many complications that ultimately result in hurting the education of low-income students. The first four bars represent the interviewing process. In each category, the high-income schools have a greater percentage of interview opportunities than low-income schools. Ultimately, less interview time results in new teachers unfamiliar with the school processes and teaching standards. The next two bars represent observation, which helps the new teacher learn what it is like to teach there. The tendency for observation sessions in high-income schools is more likely than sessions in low-income schools, which makes new teacher in high-income schools more prepared to teach. The last bar represents the time in which the teachers were hired. A higher percentage of teachers were hired after the school year started at low-income schools. This means that the new teacher was less prepared to teach, was less aware as to what the job entailed, and was more than likely less qualified for the job since they were hired so late. All of these factors negatively impact the low-income student’s education as poor preparation and qualification of teachers ultimately result in a worse education.