Therefore, parents who are college educated and

Therefore, some educators perceive students as being culturally
deprived when they do not come from middle income homes, with two parents who
are college educated and use standard English. Consequently, according to the
cultural deficit model, the problem is with the student, not the teachers,
curriculum, pedagogy, or administration (Kunjufu, 2011) (The Effect of
Teachers’ Cultural Stereotypical Belief on Academic Achievement among African
American Males)

Poverty effects urban
school’s ability to bring back quality teachers. Teacher retention is a
multifaceted issue that requires critical analysis and best practices to insure
minorities an adequate education to compete in the work force. Providing
performance based programs and growth opportunities have the potential to help
correct this issue. According to Kate Farber, Special to CNN, June 19th,
2012, “many teachers don’t want to be
principals, but they do want to stretch, learn and grow. Provide teachers with
meaningful opportunities for leadership that are paid, challenging and
enriching, such as curriculum planning, mentoring, academic coaching, action
research, technology integration and professional development leadership.
Opportunities like these have been shown to increase teacher retention and
investment”.  For example, the U.S. Department of
Education has launched the FY 2017 Teacher and School Leader (TSL) Incentive
Program competition. The TSL program builds on the former Teacher Incentive
Fund (TIF) program and promotes performance-based compensation and
comprehensive human capital management systems for teachers, principals, and
other school leaders. It provides low performing schools with funding for
projects that develop and implement performance-based teacher and principal
compensation systems. It also provides educators with incentives to take on
additional responsibilities and leadership roles. By providing educators with performance-based
compensation, including robust career ladder opportunities and a range of
related educator supports–such as peer-to-peer coaching and job-embedded
professional development–the TIF program aims to improve student outcomes by
increasing educators’ effectiveness. reward excellent teachers as they advance
through various career stages; incentives for effective teachers who take on
instructional leadership roles within their schools; incentives that attract,
support, reward, and retain the most effective teachers and administrators at
high-need schools; (U.S. Department of Education)

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