Introduction

Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States

“…An examination of differences in deprofessionalization in different school types shows that the only school type to experience an increase in teacher perception of deprofessionalization pre- and post-NCLB were schools that serve an intersection of high percentages of students qualifying for free/reduced-price lunch and high percentages of students of color. This work echoes what other researchers have suggested, that the definition of urban education should be clarified to represent the cumulative and synergistic effects persons of color re-segregated into depressed urban locations that are characterized by pervasive poverty (Adams & Adams, 2003; Grant & Zwier, 2014; Milner & Lomotey, 2014; Noguera, 2003).…”

“…In addition, when comparing school types, we find that the largest increase in teacher perception of demoralization occurred in schools with a low percentage of students qualifying for free/reduced-price lunch but a high percentage of students of color. Taken together, these findings further support the need for analysis by school typology that considers the intersection of student race/ethnicity and socioeconomic level outside of locale (Adams & Adams, 2003; Milner & Lomotey, 2014; Noguera, 2003; Obiakor & Beachum, 2005). The finding that teacher perception of demoralization is concentrated within certain school contexts are also congruent with previous policy work that suggests that many schools labeled as “in need of improvement” frequently do not receive effective assistance from education agencies at the state or district level, leaving teachers in those schools with the pressure of accountability policy but without the tools necessary to close educational opportunity gaps (Harris, 2012; Jennings & Rentner, 2006; Rebell & Wolff, 2008).…”

Rethinking the role of reading assessments for real learning

“…The examples from the school where Chantal worked holds important implications for practice and future research. While a common narrative of urban public schools leaves many to believe that they are ill-equipped to decide how best to teach students (Milner and Lomotey, 2021), we provide examples from one urban public school to show what is possible when teachers and school leaders collectively develop internal expectations about what students ought to know and be able to do. Authentic assessments at this school became a powerful alternate to a singular focus on reading ability as determined by standardized tests alone; we knew that an exclusive reliance on such a measure would provide us with an inaccurate understanding of our students’ reading development.…”

Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success

“…Sol Elementary School District is an urban district where as described, poverty and segregation are concentrated and where schools enroll a high percentage of students who receive free or reduced lunch (Darling-Hammond, 2014; Milner & Lomotey, 2014). The District served an ethnically diverse population consisting of Hispanic (68%), Caucasian Non-Hispanic (13%), Filipino (11%), African-American (4%), Asian/Pacific Islander (3%), and other (1%).…”