My First Sex Ticher
Cre Wallace
A community-based, open source publishing platform that helps publishers present the full richness of their authors' research outputs in a durable, discoverable, accessible and flexible form. Developed by Michigan Publishing and University of Michigan Library.
Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation.
Your daily experiences are a valuable part of what your child learns for many reasons. You are dedicated to ensuring they reach developmental milestones such as first words and steps, and even the first potty trip. As your child makes progress on these firsts, you are creating the foundation on which all other skills are built.
When looking at an assignment - the first file the instructor sees is the latest submission. However, if you have made more than one submission there is a drop down menu where the instructor can see all the submissions and when the were made. If the instructor wants to look at an earlier submission, they select it from this list.
I completely agree with @Ron_Bowman on this one. Just as more of an FYI for you, this is the Guide that your instructor(s) would use to view current and past submissions for a particular assignment in Canvas (look under the heading "Evaluate Multiple Submissions"):
The site navigation utilizes arrow, enter, escape, and space bar key commands. Left and right arrows move across top level links and expand / close menus in sub levels. Up and Down arrows will open main level menus and toggle through sub tier links. Enter and space open menus and escape closes them as well. Tab will move on to the next part of the site rather than go through menu items.
If you are not a first-time homeowner, or have owned a home in the past three (3) years, you may still be eligible for a CHFA loan if you plan to purchase in an area of the state targeted for revitalization, known as a Targeted Area. (You may not own any other property at the time of loan closing)
What this report finds: The teacher shortage is real, large and growing, and worse than we thought. When indicators of teacher quality (certification, relevant training, experience, etc.) are taken into account, the shortage is even more acute than currently estimated, with high-poverty schools suffering the most from the shortage of credentialed teachers.
What we can do about it: Tackle the working conditions and other factors that are prompting teachers to quit and dissuading people from entering the profession, thus making it harder for school districts to retain and attract highly qualified teachers: low pay, a challenging school environment, and weak professional development support and recognition. In addition to tackling these factors for all schools, we must provide extra supports and funding to high-poverty schools, where teacher shortages are even more of a problem.
Source: Recreated with permission from Figure 1 in Leib Sutcher, Linda Darling-Hammond, and Desiree Carver-Thomas, A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S., Learning Policy Institute, September 2016. See the report for full analysis of the shortage and for the methodology.
We argue that, when issues such as teacher quality and the unequal distribution of highly qualified teachers across schools serving different concentrations of low-income students are taken into consideration, the teacher shortage problem is much more severe than previously recognized.
The current national estimates of the teacher shortage likely understate the magnitude of the problem because the estimates consider the new qualified teachers needed to meet new demand. However, not all current teachers meet the education, experience, and certification requirements associated with being a highly qualified teacher.
When looking across types of schools, two factors further contribute to the shortage of highly qualified teachers in high-poverty schools. First, while the data still confirm that higher credentials deter attrition (in this analysis, shown descriptively), we find that this link between quality and retention is weaker in high-poverty schools, and this leads to a relative leakage of credentials through attrition in high-poverty schools. We present our own analysis of these links in Table 2. In both high- and low-poverty schools, the credentials of teachers who stay in the school are better than those of teachers who quit teaching altogether. But the differences are narrower for teachers in high-poverty schools (with the exception of the share of teachers who majored in their subject of main assignment).
Whereas Table 2 presents gaps between the share of staying teachers with a given quality credential and the share of quitting teachers with that credential (for both low- and high-poverty schools), Figure D pulls data from Table 2 on staying teachers to present another type of gap: the gap between shares of staying teachers in high-poverty schools with a given quality credential and the shares of staying teachers in low-poverty schools with a given quality credential.10 The figure shows that teachers who stay in high-poverty schools are less qualified than teachers who stay in low-poverty schools. It also shows that relative to staying teachers in low-poverty schools, the share of staying teachers in high-poverty schools who are certified is smaller (by a gap of 1.8 percentage points), the share who entered the profession through a traditional certification program is smaller (by 6.3 percentage points), the share who have an educational background in the subject of main assignment is also smaller (by 5.4 percentage points), and the share who have more than five years of experience is also smaller (by 5.2 percentage points).
As a first step to exploring the teacher shortage, it is important to acknowledge that the teacher shortage is the result of multiple and interdependent drivers, all working simultaneously to cause the imbalance between the number of new teachers needed (demand) and the number of individuals available to be hired (supply). But both supply-side and demand-side drivers of the labor market for teachers are products of existing working conditions, existing policies, and other factors. If these change, this can in turn drive changes in the demand and supply of teachers and affect the size (or existence) of the teacher shortage.11
We put forth this series of reports to analyze the factors that contribute to shortages of highly qualified teachers, and to the larger shortage of these teachers in high-poverty schools. Though no one condition or factor alone creates or eliminates shortages, each of them plays a role in this established problem, deserves separate attention, and has its own policy implications. Indeed, it is because we rarely provide this attention that we have failed to understand and fix the problems. The reports that we are publishing in this series will focus on these multiple intersecting factors. The second paper shows how a teacher shortage manifests in schools in the form of real struggles schools are having in properly staffing themselves. The three reports that follow dig into some of the reasons why teaching is becoming an unattractive profession. Specifically, four forthcoming reports will show the following:
Together, these factors, their trends, and the lack of proper comprehensive policy attention countering them have created a perfect storm in the teacher labor market, as evident in the spiking shortage of highly qualified teachers, especially in high-poverty schools. The sixth and final report in the series calls for immediate policy steps to address this national crisis.
The authors are grateful to Lora Engdahl for her extraordinary contributions to structuring the contents of this series of papers, and for her edits to this piece. We are also thankful to John Schmitt for coordination and supervision of this project. A special thank you is noted for Desiree Carver-Thomas, her coauthors Leib Sutcher and Linda Darling-Hammond, and the Learning Policy Institute for granting us access to the data used in Figure 1 in their report U.S. (Sutcher, Darling-Hammond, and Carver-Thomas 2016). We also want to acknowledge Lawrence Mishel for his guidance in earlier stages of the development of this research. We appreciate Julia Wolfe for her help preparing the tables and figures in this report, Kayla Blado for her work disseminating the report and her assistance with the media, and EPI communications director Pedro da Costa and the rest of the communications staff at EPI for their contributions to the different components of this report and the teacher shortage series.
Allensworth, Ellen, Stephen Ponisciak, and Christopher Mazzeo. 2009. The Schools Teachers Leave: Teacher Mobility in Chicago Public Schools. Consortium on Chicago School Research at the University of Chicago Urban Education Institute, June 2009.
Clark, Melissa A., Eric Isenberg, Albert Y. Liu, Libby Makowsky, and Marykate Zukiewicz. 2017. Impacts of the Teach for America Investing in Innovations Scale-Up. Mathematica Policy Research, February 2017.
Fraser, James W., and Lauren Lefty. 2018. Three Turbulent Decades in the Preparation of American Teachers: Two Historians Examine Reforms in Education Schools and the Emergence of Alternative Routes to Teaching. Johns Hopkins School of Education, Institute for Education Policy, September 2018.
7fc3f7cf58