SB: Some schools in California have a high percentage of teachers without a credential? Does this matter?

TJ: It certainly does matter [that some schools in California have a high percentage of teachers without a credential]. It matters in terms of academics and discipline. For instance, oftentimes, people who are placed in classrooms with emergency credentials have little or no training and experience in classroom management. Many don’t have access to senior teachers who could mentor them and they may have difficulty developing a curriculum that engages students. This can lead to students being disengaged in learning, thus creating disciplinary issues. When combined with other problems, such as overcrowding, it's a disaster waiting to happen. Having qualified teachers in the classroom is a core solution to many education issues. Parents need to be informed about how many of their children's teachers are not fully certified. We need grants or forgiveness loans so that more people of color can enter the profession. Many find the expense of certification prohibitive.

And there really needs to be a sharp look at the tests that teachers take, such as the CBEST test, that [is a disadvantage to] people of color. A report called "Creating Crisis: How California's Teaching Policies Aggravate Racial Inequities" addressed this issue two years ago. Overall the lack of a political will blocks proven reforms, such as addressing teacher quality. Connecticut for example, became the top state in the nation for reading and math by addressing teacher quality with system-wide efforts. That is what happens when policy makers are serious about addressing classroom disparities. If we had that kind of political will behind teacher quality here in California, we would significantly improve in student achievement in our schools as well.