Resource Adequacy, Equity, and the Right to Learn: Access to High-Quality Teachers in Kentucky

Autor/in	Knoeppel, Robert C.
Titel	Resource Adequacy, Equity, and the Right to Learn: Access to High-Quality Teachers in Kentucky
Quelle	In: Journal of Education Finance, 32 (2007) 4, S.422-442 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Educational Equity (Finance); Equal Education; Teacher Distribution; Public Schools; Educational Change; Educational Legislation; Accountability; State Standards; Teacher Certification; Teacher Effectiveness; Resource Allocation; Academic Achievement; Elementary Secondary Education; Kentucky + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Bildungsreform; Bildungsrecht; Schulgesetz; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ressourcenallokation; Schulleistung
Abstract	Using school-level descriptive data, this study examined the distribution of teachers in the Commonwealth of Kentucky in an attempt to build on previous research concerning the equity of the finance system in the state. Rather than focusing on revenue from the perspective of horizontal equity, this study used human resource data to examine the distribution of teachers in Kentucky public schools from the perspective of vertical equity. In so doing, the study examined progress made in the state on the provision of sufficient teachers in all schools, especially those with demonstrated need. Two questions were addressed in this study. First, what is the distribution of teachers in public schools in the Commonwealth of Kentucky? Second, how are schools at each level of schooling--elementary, middle, and high--performing on state-mandated accountability measures? The results of this study suggest that although more than 98% of all teachers are fully certified to teach in the public schools in Kentucky, an examination of the measures of a teacher quality seen in the literature--average years of experience, education level, and knowledge of content and pedagogy--reveals that the teachers who possess these characteristics are concentrated in the least needy schools. Adequacy is an attempt to link resources with measures of student achievement. Lower achievement in the schools serving impoverished children coupled with unequal allocation of teacher resources suggests that the mandate for adequacy, or vertical equity, has not been achieved in Kentucky's public schools. (Contains 2 tables and 50 footnotes.) (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10