Equitable Access to Capable Teachers: The States Respond

Autor/inn/en	Sykes, Gary; Martin, Kacy
Titel	Equitable Access to Capable Teachers: The States Respond
Quelle	In: Education Policy Analysis Archives, 27 (2019) 39, (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Equal Education; Teacher Distribution; Low Income Students; Educationally Disadvantaged; Teacher Effectiveness; State Programs; Educational Legislation; Federal Legislation; Elementary Secondary Education; Change Strategies; Statewide Planning; Educational Policy; Delaware; Minnesota; Nevada + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Regierungsprogramm; Bildungsrecht; Schulgesetz; Bundesrecht; Lösungsstrategie; Planwirtschaft; Politics of education; Bildungspolitik
Abstract	This study examined a sample of plans that states submitted to the U.S. Education Department in 2015, pursuant to requirements in the Elementary and Secondary Education Act Title I, Part A. Plans were aimed at redressing inequities in access to qualified teachers as this problem has emerged in states and districts across the country. A considerable body of research has demonstrated that teachers are inequitably distributed to the disadvantage of low income and historically under-served students. Based on descriptive and inferential coding of these plans, the study reaches several conclusions. First, the federal planning mandate has served as an impetus for developing state data systems that track teacher distributions. Second, many of the strategies states are proposing are not directly relevant, targeted, or fully committed in terms of resources and implementation. Third, in states with highly rated plans, the strategies address fundamental, underlying conditions while offering a comprehensive range of targeted strategies to improve recruitment, support, and retention of teachers in schools serving concentrations of low income and under-served students. Progress on this issue is underway with much that remains to be done. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01