The study used data from more than 1,000 Virginia schools, ranging from large city, small urban, and rural areas with student populations across poverty levels. For example, in a school with an eight-grade population of 400, not an uncommon number, we can be fairly confident that a one point increase in the percentage of highly qualified teachers would be associated with nine to twenty more children passing Virginia's SOL tests. "On average, in high-poverty schools, 20% of classes are taught by non-highly qualified personnel, and 40% of the students fail the writing test," author Peter Tuerk states. With NCLB regulations, students in many states are finding themselves in the difficult predicament of having to improve their academic performance without the benefit of adequate educational resources.
This study is published in the June issue of Psychological Science. Media wishing to receive a PDF of this article please contact journalnews@bos.blackwellpublishing.net
The flagship journal of the American Psychological Society, Psychological Science publishes authoritative articles of interest across all of psychological science, including brain and behavior, clinical science, cognition, learning and memory, social psychology, and developmental psychology.
Peter W. Tuerk teaches in the department of Psychology at the University of Virginia and a Fellow of the Institute of Education Sciences. He is expected to receive his Ph.D. in 2006.
Professor Tuerk is available for questions and interviews
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