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High-Poverty Elementary Schools - Percent of Core Academic Classes Taught by Highly Qualified Teachers: 2009-10 1
The percentage of core academic classes in high-poverty elementary schools taught by teachers that were highly qualified. [More about...]
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State   |
Value |
050%100%
|
|---|---|---|
| National | 97.04% |
 |
| Alabama | 97.39% |
 |
| Alaska | 93.84% |
|
| Arizona | 97.49% |
|
| Arkansas | 98.29% |
|
| California | 97.23% |
|
| Colorado | 99.32% |
|
| Connecticut | 98.43% |
|
| Delaware | 94.74% |
|
| District of Columbia | 62.78% |
|
| Florida | 96.79% |
|
| Georgia | 96.73% |
|
| Hawaii | 91.50% |
|
| Idaho | 96.23% |
|
| Illinois | 98.34% |
|
| Indiana | 96.60% |
|
| Iowa | 100% |
|
| Kansas | 97.99% |
|
| Kentucky | 99.07% |
|
| Louisiana | 94.75% |
|
| Maine | 97.63% |
|
| Maryland | 86.94% |
|
| Massachusetts | 95.98% |
|
| Michigan | 99.56% |
|
| Minnesota | 97.23% |
|
| Mississippi | 88.59% |
|
| Missouri | 92.30% |
|
| Montana | 89.14% |
|
| Nebraska | 99.93% |
|
| Nevada | 95.62% |
|
| New Hampshire | 97.57% |
|
| New Jersey | 99.76% |
|
| New Mexico | 99.65% |
|
| New York | 96.86% |
|
| North Carolina | 98.79% |
|
| North Dakota | 100% |
|
| Ohio | 97.08% |
|
| Oklahoma | 99.62% |
|
| Oregon | 97.37% |
|
| Pennsylvania | 97.59% |
|
| Puerto Rico | 78.30% |
|
| Rhode Island | 97.99% |
|
| South Carolina | 96.48% |
|
| South Dakota | 98.77% |
|
| Tennessee | 98.16% |
|
| Texas | 99.29% |
|
| Utah | 95.76% |
|
| Vermont | 96.34% |
|
| Virginia | 98.34% |
|
| Washington | 99.50% |
|
| West Virginia | 95.32% |
|
| Wisconsin | 97.39% |
|
| Wyoming | 99.07% |
|
| 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. |
1 Description: The percentage of core academic classes in high-poverty elementary schools taught by teachers that were highly qualified.; Academic Year: 2009-10; Grade: N/A; Note: The state-reported percentage of core academic classes in high-poverty elementary 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. High-poverty schools are defined under Section 1111(h)(1)(c)(viii) of ESEA as schools in the top 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, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/23/2012