Low-Poverty Secondary Schools - Percent of Core Academic Classes Taught by Highly Qualified Teachers: 2005-06 1
The percentage of core academic classes in low-poverty secondary schools taught by teachers that were highly qualified. [More about...]
State   |
Value |
050%100%
|
|---|---|---|
National  |
93.9% |
 |
| Alabama |
89.6% |
 |
| Alaska |
73.4% |
|
| Arizona |
86.3% |
|
| Arkansas |
85.7% |
|
| California |
89.4% |
|
| Colorado |
93.3% |
|
| Connecticut |
97.8% |
|
| Delaware |
77.4% |
|
| District of Columbia |
52.2% |
|
| Florida |
91.0% |
|
| Georgia |
95.2% |
|
| Hawaii |
78.0% |
|
| Idaho |
60.9% |
|
| Illinois |
99.9% |
|
| Indiana |
93.9% |
|
| Iowa |
97.7% |
|
| Kansas |
94.3% |
|
| Kentucky |
96.9% |
|
| Louisiana |
82.2% |
|
| Maine |
94.9% |
|
| Maryland |
87.5% |
|
| Massachusetts |
95.1% |
|
| Michigan |
97.4% |
|
| Minnesota |
98.6% |
|
| Mississippi |
94.9% |
|
| Missouri |
98.3% |
|
| Montana |
99.4% |
|
| Nebraska |
- |
|
| Nevada |
84.3% |
|
| New Hampshire |
98.3% |
|
| New Jersey |
98.4% |
|
| New Mexico |
88.9% |
|
| New York |
97.8% |
|
| North Carolina |
92.7% |
|
| North Dakota |
93.6% |
|
| Ohio |
97.0% |
|
| Oklahoma |
92.5% |
|
| Oregon |
93.4% |
|
| Pennsylvania |
98.9% |
|
| Puerto Rico |
- |
|
| Rhode Island |
86.3% |
|
| South Carolina |
92.2% |
|
| South Dakota |
97.6% |
|
| Tennessee |
95.0% |
|
| Texas |
97.4% |
|
| Utah |
84.5% |
|
| Vermont |
93.2% |
|
| Virginia |
97.9% |
|
| Washington |
96.9% |
|
| West Virginia |
90.5% |
|
| Wisconsin |
98.9% |
|
| Wyoming |
96.0% |
|
| Key | |
| † | this symbol means not applicable. |
| - | this symbol means data value was not available. |
| n< | this symbol means that the data have been suppressed. |
| # | this symbol means data value rounds to zero. |
| ‡ | this symbol means reporting standards not met. |
| <3% | this symbol means data value was less than 3%. |
| >97% | this symbol means data value was greater than 97%. |
1 Description: The percentage of core academic classes in low-poverty secondary schools taught by teachers that were highly qualified.
; Academic Year: 2005-06; Grade: N/A; Note: The state-reported percentage of core academic classes in low-poverty secondary schools taught by teachers that were highly qualified. The Elementary and Secondary Education Act (ESEA), as amended by NCLB, requires states to have a 'highly qualified teacher' in every classroom. Under ESEA, a highly qualified teacher is one who (1) has a bachelor's degree, (2) has full state certification or licensure, and (3) has demonstrated subject matter competency in the subject they teach.
Low-poverty schools are defined under Section 1111(h)(1)(c)(viii) of ESEA as schools in the bottom poverty quartile in the state. Core academic classes include English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.
A dash (-) indicates that the data are not available.
; Source: EDFacts/Consolidated State Performance Report, 2005-06: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 06/09/2010