Teachers' experience and the academic performance of ethnicracial and socioeconomically disadvantaged students

The purpose of this study was to determine if teacher experience improved the educational performance of ethnic/racial and lower SES students. The state of California has a total of 5820 elementary schools distributed in 1050 districts. This study randomly selected forty elementary schools characterized among the highest and lowest performing schools based on the 2007 Base Academic Performance Index (API) Report, including the 2007-08 Standardized Testing and Reporting (STAR) Program student answer document. The 2007-08 Teacher Credential and Experience Report (TCER), and the 2007-08 Staff Education and Service Report (SESR) for each of the selected forty schools were analyzed to determine the impact, positive or negative, of highly qualified and experienced teachers on academic performance of students. This was accomplished by comparing the 2007 California Basic Educational Data System (CBEDS) data to the 2003-04 CBEDS data. Teachers level of education and credentials has a positive effect on educational performance as reflected by the increase in API scores. Further research is needed to determine the effects of attracting highly qualified teachers into schools with large numbers of ethnic/racial and lower SES students. Keywords: ETHNIC/RACIAL, LOWER SES, ELEMENTARY, TEACHER, PERFORMANCE