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

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2021-10-29 DOI:10.3102/00028312211047854
Joonho Lee, Bruce Fuller, S. Rabe-Hesketh
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引用次数: 4

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.
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财政改革如何改变教师和学校质量:加州230亿美元的倡议
在过去的半个世纪里,学校支出的增加帮助提高了成绩。但是加州雄心勃勃的努力——每年向贫困地区逐步分配230亿美元的资金——尚未减少学习上的差距。我们的理论是,鉴于组织习惯和劳动力限制,地区和学校的管理人员可能无法将优质资源转移给弱势学生。我们确定了加州2013年后改革的外生部分,发现获得逐步有针对性资金的学校倾向于雇用缺乏经验的教师,并不成比例地将新手分配给为英语学习者服务的课程。随着英语学习者参加大学预科课程的机会减少,新的资金扩大了高中课程的种类。这些不公平的机制在为更多贫困学生提供服务的高需求学校中表现得最为强烈。
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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