Study Reveals Widespread Out-of-Field Teaching in High-Poverty and High-Minority Schools

On August 21, 2002, The Education Trust released a report based on the U.S. Department of Education's 1999-2000 state-by-state survey of secondary school teachers of core academic subjects. The report, entitled, All Talk, No Action: Putting an End to Out-of-Field Teaching, revealed an "unacceptably high" level of "out-of-field" teachers, or those who with neither a college major nor minor in their subjects. Rates of out-of-field teaching were highest in mathematics, in middle schools, and in high-poverty and high-minority schools. The study found, for example, that more than 50% of major academic classes in high poverty schools, and 49% of classes in high-minority schools, are taught by out-of field teachers.

Pointing to the increase in out-of-field teachers in high-poverty, high-minority schools between 1993-1994 and 1999-2000, Education Trust Director Kati Haycock said, "The equity implications are simply staggering." The report indicates the formidable obstacles individual states face in meeting two deadlines established by the President's No Child Left Behind Act. By the fall of 2002, all new teachers in Title I secondary schools will have to have a college major or the equivalent in every subject they teach, and by 2005-2006, all teachers in Title I schools will have to meet that requirement. The Education Trust report includes a list of recommendations that states, districts, and schools can immediately implement in order to close the out-of-field teaching gap.

Prepared August 29, 2002