How Finance Reform May Alter Teacher and School Quality: California's $23 Billion Initiative

Autor/inn/en	Lee, JoonHo; Fuller, Bruce; Rabe-Hesketh, Sophia
Titel	How Finance Reform May Alter Teacher and School Quality: California's $23 Billion Initiative
Quelle	In: American Educational Research Journal, 58 (2021) 6, S.1225-1269 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211047854
Schlagwörter	Educational Finance; Finance Reform; Teacher Effectiveness; Educational Quality; Resource Allocation; Economically Disadvantaged; Teacher Selection; Beginning Teachers; Novices; English Language Learners; High Schools; Access to Education; Equal Education; College Preparation; Achievement Gap; Educational Trends; Teacher Characteristics; Expenditure per Student; California + Suchen Sie Ihr Suchwort? Bildungsfonds; Financial reform; Finanzreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Ressourcenallokation; Junior teacher; Junglehrer; High school; Oberschule; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsentwicklung; Kalifornien
Abstract	Gains in school spending helped to lift achievement over the past half century. But California's ambitious effort--progressively distributing $23 billion in yearly funding to poorer districts--has yet to reduce disparities in learning. We theorize how administrators in districts and schools, given organizational habits and labor constraints, may fail to move quality resources to disadvantaged students. We identify the exogenous portion of California's post-2013 reform, finding that schools receiving progressively targeted funding tended to hire inexperienced teachers and disproportionately assign novices to courses serving English learners. New funding expanded the array of courses in high schools, as access to college-preparatory classes by English learners declined. These unfair mechanisms operated most strongly in high-needs schools serving larger concentrations of poor students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01