• DOI:10.3102/0002831211434579
• Corpus ID: 144653595

Recruiting Effective Math Teachers: Evidence From New York City

@article{Boyd2012RecruitingEM,
  title={Recruiting Effective Math Teachers: Evidence From New York City},
  author={Donald J. Boyd and Pam Grossman and Karen Hammerness and Hamilton Lankford and Susanna Loeb and Matthew Ronfeldt and James Humphrey Wyckoff},
  journal={American Educational Research Journal},
  year={2012},
  volume={49},
  pages={1008 - 1047}
}

• D. Boyd, P. Grossman, +4 authors J. Wyckoff
• Published 1 December 2012
• Education
• American Educational Research Journal

For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore, Philadelphia, Washington, D.C., and New York City, have developed alternative certification programs with a math immersion component to recruit otherwise well-qualified candidates who do not have undergraduate majors in math. This article examines the qualifications, student achievement gains, and retention of Math Immersion teachers in New York City compared to New York City mathematics teachers who began their careers through other pathways.