scholarly journals A National Crisis or Localized Problems? Getting Perspective on the Scope and Scale of the Teacher Shortage

2003 ◽  
Vol 11 ◽  
pp. 23 ◽  
Author(s):  
Patrick Murphy ◽  
Michael DeArmond ◽  
Kacey Guin
Keyword(s):  
Low Income ◽  
Teacher Shortage ◽  
Low Income Students ◽  
Absolute Size ◽  
Teacher Shortages ◽  
National Crisis ◽  
Local Officials ◽  
State And Local ◽  
Using Data ◽  
The U.S

Despite the considerable attention the popular press has devoted to the question of teacher shortages, there have been surprisingly few attempts to systematically measure the size and nature of the problem. This article attempts to estimate the size and nature of the celebrated teacher shortage of the late 1990s by using data from the U.S. Department of Education’s 1999-00 School and Staffing Survey. While limitations of the SASS data do not allow us to directly estimate the absolute size of the shortage, they do allow us investigate its relative impact. An examination of the data shows that the problem was distributed unevenly: urban schools and those with relatively high populations of minority and low-income students bore the brunt of the shortage; southern and western states had more problems filling teaching slots than other regions did. These findings suggest that state and local officials should keep distributional concerns in mind when they design policies to improve teacher recruitment and retention.

scholarly journals The LIHTC Program, Racially/Ethnically Concentrated Areas of Poverty, and High-Opportunity Neighborhoods

2020 ◽  
Vol 6 (2) ◽  
pp. 89-112
Author(s):  
Kirk McClure ◽  
Anne R. Williamson ◽  
Hye-Sung Han ◽  
Brandon Weiss
Keyword(s):  
Affordable Housing ◽  
Low Income ◽  
Site Selection ◽  
Active Role ◽  
Housing Production ◽  
Fair Housing ◽  
Production Program ◽  
Selection Decisions ◽  
Local Officials ◽  
State And Local

The Low-Income Housing Tax Credit (“LIHTC”) program remains the na- tion’s largest affordable housing production program. LIHTC units are under-represented in the neighborhoods that both promote movement to high- opportunity neighborhoods and affirmatively further fair housing. State and local officials should play an active role in guiding site selection decisions and ensuring that LIHTC developments are located in a manner that affirmatively furthers fair housing. Planners can use newly available data discussed herein to identify high-opportunity tracts.

Other Challenges

2018 ◽  
pp. 328-370
Author(s):  
Steven Brint
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Education System ◽  
Resource Constraints ◽  
Low Income Students ◽  
Higher Education System ◽  
Underrepresented Groups ◽  
The U.S

This chapter discusses other major challenges to the U.S. higher education system: rising costs, online competition, and controversies over permissible speech. These challenges can be interpreted as problems of growth in the context of resource constraints. Cost problems were largely attributable to universities' requirements for sufficient revenues to support larger staffs and new responsibilities within the context of state disinvestment. Online competition was a result of the search for market alternatives to traditional, high-cost residential campuses within the context of an expanding system that included many low-income students. And the conflicts over speech were, in most cases, the by-product of tensions between students from comparatively privileged backgrounds and those from underrepresented groups.

It is in the Contract: How the Policies Set in Teachers’ Unions’ Collective Bargaining Agreements Vary Across States and Districts

2017 ◽  
Vol 32 (2) ◽  
pp. 280-312 ◽  
Author(s):  
Katharine O. Strunk ◽  
Joshua M. Cowen ◽  
Dan Goldhaber ◽  
Bradley D. Marianno ◽  
Tara Kilbride ◽  
...  
Keyword(s):  
Collective Bargaining ◽  
Low Income ◽  
Student Enrollment ◽  
Low Income Students ◽  
District Size ◽  
Teachers Unions ◽  
Comprehensive Comparison ◽  
Using Data ◽  
Research And Policy

We examine more than 1,000 collective bargaining agreements (CBAs) in place across California, Michigan, and Washington. We investigate the prevalence of a set of 43 key provisions between and within these states, providing the first comprehensive comparison of CBA terms using data drawn from economically and demographically different districts, as well as districts that vary considerably by student enrollment. We find that CBAs vary substantially within and across states, and that this variation is more associated with district size than the proportion of low-income students within districts. We conclude by discussing the implications of these findings for research and policy.

scholarly journals COVID-19 and Digital Learning in The Dominican Republic: Implications For Marginalized Communities

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Katia Diaz
Keyword(s):  
Dominican Republic ◽  
Low Income ◽  
Digital Learning ◽  
Access To Education ◽  
Low Income Students ◽  
Marginalized Communities ◽  
Vulnerable Communities ◽  
Local Officials ◽  
The Impact

With COVID-19 placing a strain on its public institutions, the Dominican Republic is attempting to ensure a streamlined digital education process by extending Digital Republic, a past initiative that provides online frameworks and platforms for its students and teachers. However, already existing issues are exacerbating access to education for vulnerable communities. While past policies included special needs services, the following initiative has yet to provide information on access for disabled students. Low-income students face financial challenges to gain the resources necessary to thrive during remote learning. Likewise, migrants from Haiti and those of Haitian descent continue to be left out of the conversation. The following case study explores the country’s education system, how its policies benefit certain groups and negatively impact others. By conducting in-depth policy analysis and interviews with local officials, the study analyzes the impact of digital learning during the pandemic among vulnerable communities in the country.  

scholarly journals State and Local Officials Push for Continued Climate Action

Eos ◽  
2017 ◽  
Author(s):  
Randy Showstack
Keyword(s):  
Climate Change ◽  
Pull Out ◽  
Citizen Groups ◽  
Climate Action ◽  
Local Officials ◽  
State And Local ◽  
Paris Climate Agreement ◽  
The U.S

Governors, mayors, citizen groups, and others are moving ahead with regional and smaller-scale efforts to counteract climate change in the wake of the U.S. decision to pull out of the Paris climate agreement.

scholarly journals Impact of Voucher Design on Public School Performance: Evidence from Florida and Milwaukee Voucher Programs

2013 ◽  
Vol 13 (1) ◽  
pp. 349-394 ◽  
Author(s):  
Rajashri Chakrabarti
Keyword(s):  
School Performance ◽  
Low Income ◽  
Strong Support ◽  
School Level ◽  
Failing Schools ◽  
Low Income Students ◽  
Difference In Differences ◽  
Estimation Strategy ◽  
Voucher Program ◽  
The U.S

Abstract This article compares two alternative voucher designs implemented in the U.S. The Milwaukee program was a “voucher shock” program that made low-income students eligible for vouchers. The Florida program was an accountability-tied voucher program that faced failing schools with “threat of vouchers” and stigma. In the context of a formal theoretical model, the study argues that the threatened schools will improve under the Florida-type program and this improvement will exceed that of the corresponding treated schools under the Milwaukee-type program. Using school-level scores from Florida and Wisconsin, and a difference-in-differences estimation strategy in trends, it then finds strong support in favor of these predictions.

State Policies and Equal Opportunity: The Example of Gifted Education

2004 ◽  
Vol 26 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Bruce D. Baker ◽  
Reva Friedman-Nimz
Keyword(s):  
Low Income ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Equal Opportunity ◽  
State Policies ◽  
State Aid ◽  
Gifted Children ◽  
Low Income Students ◽  
Using Data ◽  
Talented Students

This study explores the relationship between state policies, including state mandates and state aid allocations, and the distribution of educational opportunities. Specifically, we analyze the availability of and participation rates in programs for gifted and talented students using data from the Common Core of Data 1993–94 and the Schools and Staffing Survey 1993–94. Analyses herein suggest that program mandates and funding may be effective tools for increasing the distribution of opportunities for gifted children. However, models of both aid distribution and opportunity distribution indicate a tendency of states more significantly involved in gifted education, as indicated by mandates and funding, to promote regressive distributions of opportunities (greater availability in schools with fewer low-income students) through regressive distributions of aid (higher levels of aid to districts with fewer children in poverty). More specific case analyses, however, reveal that some states like Virginia may be taking steps to promote more neutral distributions of opportunities through more progressive allocations of state aid.

When Data Use Devolves Into Deficit Talk: Creating the Conditions for Productive Teacher Collaboration Using Data

2018 ◽  
Vol 21 (4) ◽  
pp. 3-11
Author(s):  
Chandler P. Miranda ◽  
Reva Jaffe-Walter
Keyword(s):  
Low Income ◽  
Teacher Collaboration ◽  
Student Outcomes ◽  
Data Use ◽  
Low Income Students ◽  
Contextual Elements ◽  
Using Data ◽  
Role Of The Principal ◽  
Silver Bullet

Drawing on ethnographic research from a small urban high school serving predominantly low-income students in a large northeastern city, this case explores how a school leader seeks to improve the school’s graduation rates by analyzing student data. It asks readers to consider the overall organization of the meeting, the role of the principal, the positioning of teachers, and the resulting conversations about students that the meeting generates. The case suggests that data analysis is not a silver bullet for improvement and considers that organizational, cultural, and contextual elements need to be in place for teachers to effectively improve their practice and student outcomes.

Hispanic Students and the Gates Millennium Scholarship Program: Promising Results Extending to the Third College Year

2008 ◽  
Vol 10 (3) ◽  
pp. 307-338 ◽  
Author(s):  
Leticia Oseguera ◽  
Nida Denson ◽  
Sylvia Hurtado
Keyword(s):  
College Students ◽  
Theoretical Model ◽  
Low Income ◽  
Hispanic Students ◽  
Low Income Students ◽  
College Entry ◽  
The Third ◽  
Scholarship Recipients ◽  
Scholarship Program ◽  
Using Data

Financing college is increasingly difficult for many college students and it can be especially difficult for low-income students. Using data from the Gates Millennium Scholarship Program, this study provides a portrait of the 1st and 3rd year experiences of a sample of both high achieving Hispanic scholarship recipients and non-recipients. Applying Nora, Barlow, and Crisp's Student/Institution Engagement Theoretical Model (2005), we show how freedom from the stressors of paying for college enables students to become more engaged in academics and campus leadership activities even as we control for equally high levels of ability and involvement prior to college entry.

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