Educational inequity in urban schools is due in part to an inability to attract and retain fully educated and experienced teachers. According to data gathered in a study of rural teacher candidates, they have little knowledge or experience about teaching in urban schools. Their information comes primarily from secondary sources rather than from direct experiences. Although they lack both knowledge and experience, these participants reported that they would seek employment in urban schools to be assured of a teaching position. This and other attitudes uncovered in this study raise serious questions for teacher education programs and reforms.
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