Poor, minority schools are under-represented among the schools that host student teachers from the University of Illinois at Chicago (UIC), an institution that provides nearly a third of the district’s new teachers. In 2005, only one-fifth of the college’s student-teaching sites consisted of high-poverty, segregated, low-performing schools. “Without sustained practice in these schools, teacher candidates will be less inclined to seek or accept jobs in these communities,” according to a UIC data brief.
| School type |
% CPS
|
% UIC teaching sites
|
| High-poverty, highly segregated, not meeting AYP |
34%
|
21%
|
| High-poverty, highly segregated, meeting AYP |
6%
|
7%
|
| Other schools |
60%
|
72%
|
|
Notes: High-poverty schools are those in which more than 90 percent of the students receive a free or reduced-price lunch. “Highly segregated” schools were those in which more than 90 percent of students came from the same ethnic background. |
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