Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation
Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation
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DOI：
10.1177/0895904817719523
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发表时间：
2019-06-01
影响因子：
1.8
通讯作者：
Knight, David S.
中科院分区：
文献类型：
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作者：
Knight, David S.
正在进行的联邦努力支持低收入学生和有色人种学生平等获得有经验的教育工作者，从而缩小“教师经验差距”。“我表明，虽然高度贫困和高度少数民族学校的班级规模较大，全国获得的资金较少，但学区平均在学校之间公平分配资源。然而，经验最少的教师仍然集中在各地区和各地区内高度贫困和少数民族学生较多的学校。然后，我表明，额外的国家和地方的资金与更公平的地区资源分配。该研究为州和联邦与“每个学生成功法”相关的教育政策提供了建议。
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.