Publication Date
Spring 2016
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.
Comments
CERPS Working Paper #2016-2
This working paper is now forthcoming in Education Policy and is available online at http://journals.sagepub.com/doi/abs/10.1177/0895904817719523.