The 1983-84 state studies showed that misassignments in Washington occurred frequently in math, science, language arts, and history. These figures show a trend for misassignments to occur at the school curriculum's core. Administrators seem to avoid misassigning teachers to subjects, such as vocational education or art, that require observable skills. As a result, in-field teachers' students achieved at a higher level than the other students. Thus, misassigning teachers to elementary school reading classes can hamper the students' acquisition of the skill.
Teachers suffer from being misassigned.
Teacher education programs continue to offer curricula that prepare teachers for surplus areas while neglecting the development of programs to attract students in shortage areas. There is a lack of cooperative planning between school district officials and teacher educators to provide programs that meet long-range certification and retraining needs. School districts misassign teachers to fill classrooms but do not communicate to the public that there is a staffing problem. Such regulations create pressure for misassignment. Hawk, Parmalee P., Charles R. Coble, and Melvin Swanson.