Roosevelt House Faculty Associate and Assistant Professor Jennifer Samson (Special Education) has a recent publication in Teacher’s College Record using a national dataset to analyze the disparity in teacher characteristics between language minority students and their non-language minority peers. This article has policy implications for teacher preparation and equitable placement of students with qualified teachers.

Educational outcomes for language minority (LM) children are of great concern across the nation because these students have lower grades, are rated by their teachers as having lower skills, perform worse on standardized tests, and are more likely to drop out than are non-LM students. Given this context of underperformance, there is a need for educators to better understand the factors that are associated with their academic outcomes.

Read or download the full article here.