The Effects Of High Teacher Attrition Within The Minority Of America 's Urban Schools

1781 WordsDec 23, 20158 Pages
Abstract The purpose of the literary review, was to explore the causes of abnormally high teacher attrition within the majority of America’s urban schools. The articles reviewed focus on challenges of staffing teachers within an urban school, the challenges of teaching within an urban school, as well as qualities a teacher must possess in order to succeed when teaching within an urban school. Also, one question was asked of two teachers of ten or more years experience within a North Tulsa urban school, as well as two assistant principals. What one quality must a teacher possess, in order to be considered a “ High Quality” teacher within an urban school. Hence, a study of essential urban teacher qualities that may enhance the benefit of…show more content…
The revolving door of urban teachers can be reduced if only the focus was on quality rather than qualified teachers. The definition of a “quality urban teacher” will be analyzed throughout the following literary review, as well as a data analysis from data collected from a questioner of two urban assistant principals and two successful urban teachers. Challenges Urban Teachers Face Many aspect of teaching are drastically different from teaching in an urban low-socioeconomic school compared to suburban and rural schools. Though prevalent their counterpart districts, urban students tend to be much more of a challenge for even the most experienced of teachers. With higher than normal student mobility rates in urban schools, teachers are faced with a constant flip flop of students within their classrooms that tends to cause disruptions for those stable students that choose to stay the duration (Jacob 2007). On the flip side of this high mobility rate within urban settings is the students tend to develop gaps in their learning due to long stretches of missing school as well as the mere frequent change schools (Druham-Barnes 2011). This is not the only reason “urban students score lower on standardized achievement exams than their suburban counterparts” (Jacob 2007). Over sixty percent of urban students fail to meet a “basic” level on national standardized tests (Gehrke 2005). Common examples of urban student inhibitors to learning range from hunger, anger,
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