scholarly journals Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation

2017 ◽  
Vol 33 (4) ◽  
pp. 615-649 ◽  
Author(s):  
David S. Knight
Keyword(s):  
Resource Allocation ◽  
School Districts ◽  
Low Income ◽  
Students Of Color ◽  
Teacher Experience ◽  
High Poverty ◽  
Federal Education Policy ◽  
Local Funding ◽  
State And Local ◽  
Every Student Succeeds Act

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.

Ensuring equitable access to great teachers: State policy priorities

2019 ◽  
Vol 100 (8) ◽  
pp. 20-26
Author(s):  
Elizabeth Ross
Keyword(s):  
Teacher Quality ◽  
Low Income ◽  
Students Of Color ◽  
State Policy ◽  
National Council ◽  
Promising Practices ◽  
Equitable Access ◽  
Excellent Teachers ◽  
Low Income Families ◽  
Every Student Succeeds Act

Research reliably demonstrates that teachers are the most important in-school factor affecting students’ learning and lives. Yet on myriad measures of teacher quality, students from low-income families and students of color are less likely to have equitable access to excellent teachers. States set forth their plans to address any existing disparities in vulnerable students’ access to great teachers under the Every Student Succeeds Act (ESSA). However, after analyzing the specific provisions related to teacher equity in all 50 states and the District of Columbia’s ESSA plans, the National Council on Teacher Quality found significant opportunities for improvement, as well as limited promising practices.

Teacher Turnover in High-Poverty Schools: What We Know and Can Do

2015 ◽  
Vol 117 (3) ◽  
pp. 1-36 ◽  
Author(s):  
Nicole Simon ◽  
Susan Moore Johnson
Keyword(s):  
Working Conditions ◽  
Low Income ◽  
Students Of Color ◽  
Teacher Turnover ◽  
School Context ◽  
High Poverty ◽  
High Poverty Schools ◽  
Low Income Students ◽  
Policy Makers ◽  
The Poor

Background/Context Over the past three decades, teacher turnover has increased substantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving large numbers of students of color usually transfer to schools serving wealthier, Whiter student populations. Some researchers have interpreted this trend to mean that “teachers systematically favor higher-achieving, non-minority, non-low-income students.” These ideas have influenced policy analysis concerning high-poverty schools but offered little guidance for those who would address this problem. Purpose/Objective/Research Question/Focus of Study This article presents an alternative explanation for turnover—one grounded in organizational theory and substantiated by an emerging line of research. In doing so, it reframes the debate over what fuels high rates of teacher turnover in high-poverty schools and provides advice for policy makers and practitioners, as well as recommendations for productive possibilities for future research. Research Design This article reviews six studies analyzing turnover as a function of school context rather than as a function of student demographics. Based on the patterns regarding what factors influence teacher departures across these studies, we pursue these predictors by summarizing what is known about them and how each supports teachers’ work. Findings/Results The six overarching studies reviewed here collectively suggest that teachers who leave high-poverty schools are not feeing their students. Rather, they are feeing the poor working conditions that make it difficult for them to teach and for their students to learn. The working conditions that teachers prize most—and those that best predict their satisfaction and retention—are social in nature. They include school leadership, collegial relationships, and elements of school culture. Conclusions/Recommendations The poor working conditions common in America's neediest schools explain away most, if not all, of the relationship between student characteristics and teacher attrition. This is important because, unlike demographic characteristics of students, working conditions can be addressed. Policy makers and practitioners have many options for improving aspects of the school environment, and, although more research can inform this work, much is already known about what matters to teachers as they are deciding whether to continue teaching in their schools.

scholarly journals Incentivizing improvement or imposition? An examination of the response to gubernatorial school takeover and statewide turnaround districts

2018 ◽  
Vol 26 ◽  
pp. 124 ◽  
Author(s):  
Richard O. Welsh ◽  
Sheneka M. Williams
Keyword(s):  
School Districts ◽  
Low Income ◽  
Students Of Color ◽  
Intent To Leave ◽  
School Leaders ◽  
Teaching Profession ◽  
State Takeover ◽  
State Tests ◽  
Turnaround Strategies ◽  
School Takeover

Although state-run school districts and gubernatorial school takeover have become popular turnaround strategies among some states, little is known about how district and school leaders perceive and respond to these changes in educational governance. Using Georgia as a case study, this paper employs sensemaking and exit, voice, and loyalty as frameworks to examine how district and school leaders interpret and respond to the threat of state takeover. Similar to prior studies, results indicate that urban schools and districts largely populated by low-income students and students of color are most likely to be affected by state takeover. Several themes emerge from district and school leaders’ interpretation of state takeover policy, including: (a) principals and teachers are to blame, (b) too many changes, too little time to reflect, (c) lack of trust between school districts and the state, and (d) market-based reforms and the illusion of choice. Although a non-trivial number of teachers and principals have expressed their intent to leave for charter schools or leave the teaching profession in response to the threat of state takeover, voice was the more common response, particularly among teachers in takeover-eligible schools who were more experienced and had students performing well on state tests. There are also noteworthy differences in the response of district and school leaders based on the eligibility for state takeover.

Achieving Resource Equity Within a Single School District

2011 ◽  
Vol 44 (1) ◽  
pp. 61-82 ◽  
Author(s):  
Edwin C. Darden ◽  
Elizabeth Cavendish
Keyword(s):  
Resource Allocation ◽  
School Districts ◽  
General Education ◽  
Low Income ◽  
Board Of Education ◽  
Opportunity Gap ◽  
Negative Effects ◽  
State Laws ◽  
Building Maintenance ◽  
Teacher Assignment

This article examines the failure of school districts to distribute nonmoney resources—controlled primarily by the board of education—equally among students in affluent neighborhoods versus low-income areas. It is largely an urban phenomenon, although some county-wide and large suburban school systems display similar patterns. Such practices represent a failure to achieve the vision of equity championed in Brown v. Board of Education of Topeka. The main aspects of the opportunity gap addressed in this article are teacher assignment, staff-based budgeting, formal equality over equity, general education funds, parental involvement, curriculum, and building maintenance costs. These elements are widely accepted as important to learning outcomes. Inadvertent disparities in resource allocation, therefore, can foster a growing opportunity gap between well-off and impoverished students. The findings of Necochea and Cline highlight the negative effects on students of unequal resource allocation. Potential legal pathways in the form of Federal and State laws are suggested to combat the intradistrict educational inequity. The article concludes with policy solutions that school districts across the country have implemented to mitigate the harmful effects of unequal resource allocation and their straightforward attempts to erase the opportunity gap among students from different neighborhoods.

Successful leadership in a rural, high-poverty school: the case of County Line Middle School

2014 ◽  
Vol 52 (4) ◽  
pp. 422-445 ◽  
Author(s):  
Hans W. Klar ◽  
Curtis A. Brewer
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Low Income ◽  
Leadership Practices ◽  
Leadership Strategies ◽  
High Poverty ◽  
Content Type ◽  
School Principalship ◽  
Successful School

Purpose – In this paper, the authors present a case study of successful school leadership at County Line Middle School. The purpose of the paper is to identify how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA. Design/methodology/approach – After purposefully selecting this school, the authors adapted interview protocols, questionnaires, and analysis frameworks from the International Successful School Principalship Project to develop a multi-perspective case study of principal leadership practices at the school. Findings – The findings illustrate the practices which led to students at this school, previously the lowest-performing in the district, achieving significantly higher on state standardized tests, getting along “like a family,” and regularly participating in service learning activities and charity events. A particularly interesting finding was how the principal confronted the school's negative self-image and adapted common leadership practices to implement a school-wide reform that suited its unique context. Research limitations/implications – While the findings of the study explicate the specific ways the principal adapted leadership strategies to enhance student learning, this study also highlights the need to understand how principals become familiar with their community's needs, cultures, norms, and values, and exercise leadership in accordance with them. Practical implications – The case offers an example of the need for context-responsive leadership in schools. In particular, it illustrates how this principal enacted leadership strategies that successfully negotiated what Woods (2006) referred to as the changing politics of the rural. To realize this success, the principal utilized his understanding of this low income, rural community to guide his leadership practices. Critically, part of this understanding included the ways the community was connected to and isolated from dominant sub-urban and urban societies, and how to build enthusiasm and capacity through appeals to local values. Originality/value – While it is widely acknowledged that school leaders need to consider their school and community contexts when making leadership decisions, less research has focussed on understanding how this can be achieved. This case provides rich examples of how this was accomplished in a rural, high-poverty middle school.

scholarly journals Identifying Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families

2020 ◽  
pp. 004208592096861
Author(s):  
Amie F. Bettencourt ◽  
Deborah Gross ◽  
Kelly Bower ◽  
Lucine Francis ◽  
Kathryn Taylor ◽  
...  
Keyword(s):  
Academic Success ◽  
School Districts ◽  
Low Income ◽  
Parent Engagement ◽  
Panel Discussion ◽  
Urban Families ◽  
Early Learning ◽  
Urban School Districts ◽  
School Based ◽  
Home Based

The purpose of this study was to identify indicators of parent engagement in early learning that would be relevant for children’s academic success; equitable for all families regardless of social, educational, or economic backgrounds; and actionable for urban school districts seeking to promote parent engagement with limited resources. Using a Delphi technique, a panel of parents, school staff, and researchers rated 106 parent engagement indicators extracted from stakeholder interviews. After multiple Delphi rounds and panel discussion, 30 indicators were retained. Retained indicators focused on home-based activities and home-school relationships/communication; no school-based activities met criteria for relevance, feasibility, and actionability.

scholarly journals Mitigating Childhood Food Insecurity during COVID-19: A Qualitative Study of how School Districts in California’s San Joaquin Valley Responded to Growing Needs

2021 ◽  
pp. 1-26
Author(s):  
Ashley H. Jowell ◽  
Janine S. Bruce ◽  
Gabriela V. Escobar ◽  
Valeria M. Ordonez ◽  
Christina A. Hecht ◽  
...  
Keyword(s):  
School District ◽  
School Districts ◽  
Food Insecurity ◽  
Focus Groups ◽  
Low Income ◽  
Distribution Systems ◽  
Community Organizations ◽  
San Joaquin Valley ◽  
School Meal ◽  
Fresh Foods

Abstract Objectives: To explore best practices and challenges in providing school meals during COVID-19 in a low-income, predominantly Latino, urban-rural region. Design: Semi structured interviews with school district stakeholders and focus groups with parents were conducted to explore school meal provision during COVID-19 from June to August 2020. Data was coded and themes were identified to guide analysis. Community organizations were involved in all aspects of study design, recruitment, data collection, and analysis. Setting: Six school districts in California’s San Joaquin Valley. Participants: School district stakeholders (n=11) included food service directors, school superintendents, and community partners (e.g., funders, food co-operative). Focus groups (n=6) were comprised of parents (n=29) of children participating in school meal programs. Results: COVID-19-related challenges for districts included developing safe meal distribution systems, boosting low participation, covering COVID-19-related costs, and staying informed of policy changes. Barriers for families included transportation difficulties, safety concerns, and a lack of fresh foods. Innovative strategies to address obstacles included pandemic-EBT, bus-stop delivery, community pick-up locations, batched meals, and leveraging partner resources. Conclusions: A focus on fresher, more appealing meals and greater communication between school officials and parents could boost participation. Districts that leveraged external partnerships were better equipped to provide meals during pandemic conditions. In addition, policies increasing access to fresh foods and capitalizing on USDA waivers could boost school meal participation. Finally, partnering with community organizations and acting upon parent feedback could improve school meal systems, and in combination with pandemic-EBT, address childhood food insecurity.

“I Want to Advocate for Our Kids”: How Community-Based Organizations Broker College Enrollment for Underrepresented Students

2021 ◽  
pp. 001312452110045
Author(s):  
Irma Y. Ramirez
Keyword(s):  
High School Students ◽  
Low Income ◽  
Students Of Color ◽  
College Enrollment ◽  
Underrepresented Students ◽  
School Students ◽  
Community Based ◽  
Community Based Organizations ◽  
Student College ◽  
Community Based Organization

This exploratory study examines the role community-based organizations have in bridging low-income students of color to postsecondary institutions. Data came from interviews with organization staff, high school students, and college students associated with three distinct community-based organizations located in a mid-size city. The findings suggest that organization staff are well-positioned in youth, academic, and community social networks. Staff become social brokers across these networks through three steps: cultivating authentic and safe relationships, lessons from students, and becoming advocates. Community-based organization staff strategically advocate for underrepresented student college enrollment and admissions by serving as social brokers between students, schools, and their communities.

Whose money matters in public education: A “public” good that parents purchase

2021 ◽  
pp. 147821032110343
Author(s):  
Eunju Kang
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Local Governments ◽  
Positive Impact ◽  
New York State ◽  
Federal State ◽  
Education Funding ◽  
Funding Policy ◽  
State And Local

Instead of asking whether money matters, this paper questions whose money matters in public education. Previous literature on education funding uses an aggregate expenditure per pupil to measure the relationship between education funding and academic performance. Federalism creates mainly three levels of funding sources: federal, state, and local governments. Examining New York State school districts, most equitably funded across school districts among the 50 states, this paper shows that neither federal nor state funds are positively correlated with graduation rates. Only local revenues for school districts indicate a strong positive impact. Parents’ money matters. This finding contributes to a contentious discourse on education funding policy in the governments, courts, and academia with respect to education funding and inequality in American public schools.

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