U.S. Every Student Succeeds Act: Negative Impacts on Teaching Out-of-Field

TLDR

ESSA mandates states to equitably distribute out‑of‑field teachers. The study examines policy implications of the negative effects of out‑of‑field teaching on student achievement. Analysis of 180 million Texas student‑course‑teacher records shows that out‑of‑field teaching rates rose sharply after ESSA, with pronounced inequities—charter school staff and alternative‑certified teachers most likely to teach out‑of‑field, and Black teachers and students disproportionately affected, while Latinx teachers and students are least affected.

Abstract

Every Student Succeeds Act (ESSA) requires states to ensure the equitable distribution of out-of-field teachers. Using over 180 million student-course-teacher records from Texas between 2011-12 and 2017-18, we found out-of-field teaching rates have increased dramatically since ESSA became law. We also found vast inequities in which teachers are assigned to teach out-of-field and dramatic differences in student out-of-field course-taking rates across demographic characteristics. The strongest predictors of teachers teaching out-of-field is that they work in a charter school or completed alternative certification programs. Black teachers and students are most likely to teach and take courses out-of-field, and Latinx teachers and students are least likely. Policy implications are considered given negative impacts of out-of-field teaching on student academic achievement.