Children from low-income families in the United States do not have the same access to qualified teachers as do wealthier students, according to a University of Missouri study. Compared to 46 countries, the United States had the fourth largest opportunity gap, the difference between students of high and low socioeconomic status in their access to qualified teachers.
Comparing eighth grade math teachers from around the world, the study defined highly qualified teachers as ones who have full certification, a degree in math or math education and at least three years of teaching experience. The study found that high-achieving countries have a larger percentage of students taught by highly qualified teachers than low-achieving countries.
“When students are not taught by highly qualified teachers, their opportunity to learn is considerably lower,” said Motoko Akiba, assistant professor of educational leadership and policy analysis in the College of Education at MU. “Previous studies have shown that students with similar backgrounds achieve significantly higher when taught by highly-qualified teachers.”