Differences in Beginning Teacher Percentages for Texas Elementary Schools as a Function of Achievement Distinctions (pp. 333-344)
Authors: Sonja A. Lopez and John R. Slate
Abstract: Examined in this study were differences in beginning teacher percentages in Texas elementary schools as a function of achievement distinctions. The two achievement distinctions were Mathematics Achievement and Reading Achievement distinctions as designated on the 2014 Texas Academic Performance Report. Distinctions were earned from student performance on the 2014 State of Texas Assessments of Academic Readiness mathematics and reading assessments. Inferential statistical analyses revealed the presence of statistically significant differences in the percentages of beginning teachers as a function of whether or not the elementary school met the achievement distinctions. Elementary campuses that did not meet either the Mathematics Achievement Distinction Designation or the Reading Achievement Distinction Designation had higher percentages of beginning teachers than did elementary campuses that met these distinction designations. Implications of the findings are discussed and suggestions for further research are made.