There is no research that identifies which
types of teachers tend to work in portfolio districts and if these teachers have more desirable characteristics or are more effective compared to teachers who teach in non-portfolio districts.
Not exact matches
And, not surprisingly, these
types of schools
tend to attract and retain some
of the very best
teachers.
This makes sense because elementary students
tend to be more obedient to their
teachers, so they may show higher levels
of this
type of engagement at that younger age.»
Even more interesting, however, we find stark differences across schools in the
type of teachers that parents
tend to request.
We need to improve identification and eligibility criteria and procedures, including multiple gateways and
types of data to make sure we aren't only identifying the same «
type»
of student (usually upper - middle class white students, who
tend to behave in ways pleasing to mostly - white
teachers) and neglecting minorities and English Language Learners.
We explore whether districts that offer different
types of financial incentives to
teachers tend to have greater diversity among
teachers within their schools.