Literaturnachweis - Detailanzeige
| Autor/in | Knight, David S. |
|---|---|
| Titel | Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation |
| Quelle | In: Educational Policy, 33 (2019) 4, S.615-649 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-9048 |
| DOI | 10.1177/0895904817719523 |
| Schlagwörter | School Districts; Resource Allocation; Elementary Secondary Education; Educational Legislation; Federal Legislation; Equal Education; Experienced Teachers; Low Income Students; Minority Group Students; State Aid; Educational Finance; Teacher Student Ratio; Teacher Salaries; Expenditure per Student; Educational Equity (Finance) |
| Abstract | Ongoing federal efforts support equalizing access to experienced educators for low-income students and students of color, thereby narrowing the "teacher experience gap." I show that while high-poverty and high-minority schools have larger class sizes and receive less funding nationally, school districts allocate resource equitably, on average, across schools. However, the least experienced teachers are still concentrated in high-poverty and high-minority schools, both across and within districts. I then show that additional state and local funding is associated with more equitable district resource allocation. The study offers recommendations for state and federal education policy related to the Every Student Succeeds Act. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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