This year’s Alabama Education Trust Fund (ETF) budget of $8.1 billion is the largest in the state’s history. COVID-relief funds and a strong economy provided teacher pay raises and funded new programs aimed at improving reading and math performance. Supplemental appropriations are being used for technology advancements and other appropriations viewed as onetime expenses. Pressing issues include a teacher shortage that the state hopes to curtail by improving salaries and ensuring future budget stabilization should the economy weaken. The number of charter schools is gradually increasing, and it is expected that funding for students in schools other than public schools is likely to increase given the current push for school choice in the state. The largest percentage of the state’s ETF budget (68.50%) is allocated for K–12 schools with 25.51% to higher education and 6% to other earmarked programs.
{"title":"Alabama","authors":"Brenda Mendiola","doi":"10.3138/jehr-2023-0022","DOIUrl":"https://doi.org/10.3138/jehr-2023-0022","url":null,"abstract":"This year’s Alabama Education Trust Fund (ETF) budget of $8.1 billion is the largest in the state’s history. COVID-relief funds and a strong economy provided teacher pay raises and funded new programs aimed at improving reading and math performance. Supplemental appropriations are being used for technology advancements and other appropriations viewed as onetime expenses. Pressing issues include a teacher shortage that the state hopes to curtail by improving salaries and ensuring future budget stabilization should the economy weaken. The number of charter schools is gradually increasing, and it is expected that funding for students in schools other than public schools is likely to increase given the current push for school choice in the state. The largest percentage of the state’s ETF budget (68.50%) is allocated for K–12 schools with 25.51% to higher education and 6% to other earmarked programs.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article addresses the changes to funding for the state of Florida in FY2023. Funding priorities include the beginning of the B.E.S.T. Standards, the passage of the “Curriculum Transparency Bill,” and increased efforts for teacher recruitment and retention. FTE for 2022–2023 is $8217, an increase of $198 (2.4%) from the prior year. Florida was awarded $2.3B as part of the CARES Act, as relief for COVID funding. The total per-pupil-expenditure was $8217, and more details including weights and categoricals can be found in the paper with a description under the heading, “Per Pupil Expenditure.” The overall Education Budget is $29,048,911,293, which is 26.41% of the overall budget and a $1.03 billion decrease from the prior year.
{"title":"Florida","authors":"Lou L. Sabina, Kathryn Hartikka, Devon Viola","doi":"10.3138/jehr-2023-0060","DOIUrl":"https://doi.org/10.3138/jehr-2023-0060","url":null,"abstract":"This article addresses the changes to funding for the state of Florida in FY2023. Funding priorities include the beginning of the B.E.S.T. Standards, the passage of the “Curriculum Transparency Bill,” and increased efforts for teacher recruitment and retention. FTE for 2022–2023 is $8217, an increase of $198 (2.4%) from the prior year. Florida was awarded $2.3B as part of the CARES Act, as relief for COVID funding. The total per-pupil-expenditure was $8217, and more details including weights and categoricals can be found in the paper with a description under the heading, “Per Pupil Expenditure.” The overall Education Budget is $29,048,911,293, which is 26.41% of the overall budget and a $1.03 billion decrease from the prior year.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Like many policymakers across the globe, Tennessee policymakers have adopted theoretically substantial teacher evaluation reforms since the early 2010s. Although research suggests that the introduction of redesigned systems has not affected teacher or student outcomes, on average, specific accountability- and developmental-oriented policy levers within these systems may. Using 3 years of administrative data from low-stakes settings resembling those in many evaluation systems, the authors apply regression discontinuity and local regression designs to estimate the net policy effects of an accountability-oriented policy and a different developmentally oriented policy on teacher and student outcomes. Intent-to-treat associations suggest that assigning teachers more frequent formal observations, a developmentally oriented policy, does not affect teacher turnover or student achievement and may lower the achievement scores of the least effective teachers. Intent-to-treat associations also suggest that issuing teachers relatively lower composite effectiveness scores does not affect either outcome for most teacher groups but may improve the student achievement scores of the least effective teachers. The authors argue that the findings are relevant to a broad swath of education policymakers and imply that policymakers might use the assignment of teacher effectiveness scores for student benefit. Additionally, the authors conclude that while classroom observations might theoretically be capable of improving teaching, they do not do so in practice in Tennessee, one of the world’s most mature reformed teacher evaluation systems.
{"title":"The Effects of Teacher Evaluation Policy on Student Achievement and Teacher Turnover: Leveraging Teacher Accountability and Teacher Development","authors":"Seth B. Hunter, Adam Kho","doi":"10.3138/jehr-2023-0040","DOIUrl":"https://doi.org/10.3138/jehr-2023-0040","url":null,"abstract":"Like many policymakers across the globe, Tennessee policymakers have adopted theoretically substantial teacher evaluation reforms since the early 2010s. Although research suggests that the introduction of redesigned systems has not affected teacher or student outcomes, on average, specific accountability- and developmental-oriented policy levers within these systems may. Using 3 years of administrative data from low-stakes settings resembling those in many evaluation systems, the authors apply regression discontinuity and local regression designs to estimate the net policy effects of an accountability-oriented policy and a different developmentally oriented policy on teacher and student outcomes. Intent-to-treat associations suggest that assigning teachers more frequent formal observations, a developmentally oriented policy, does not affect teacher turnover or student achievement and may lower the achievement scores of the least effective teachers. Intent-to-treat associations also suggest that issuing teachers relatively lower composite effectiveness scores does not affect either outcome for most teacher groups but may improve the student achievement scores of the least effective teachers. The authors argue that the findings are relevant to a broad swath of education policymakers and imply that policymakers might use the assignment of teacher effectiveness scores for student benefit. Additionally, the authors conclude that while classroom observations might theoretically be capable of improving teaching, they do not do so in practice in Tennessee, one of the world’s most mature reformed teacher evaluation systems.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123533934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hiring quality teachers that best meet localized needs to provide students with authentic learning opportunities is crucial to both school and student success. Despite the clear importance of teacher hiring, especially in the current teacher labor market, a review of literature that synthesizes the entire body of teacher hiring literature has long been missing from the field. This review, which utilizes inclusion criteria for quality in addition to relevance, covers 80 empirical studies in an era of federal accountability (2001–2021) and provides a full portrait of K–12 teacher hiring research. In so doing, we identify what is known while also unearthing the many knowledge gaps that exist due to factors such as sample and methodological limitations. As such, this review of the literature provides practitioners and policymakers with a number of guideposts to help them with hiring decisions. This review also signals to researchers where and how they might build off of the current knowledge base.
{"title":"A Review of the Research on Teacher Hiring in the United States (2001–2021)","authors":"Frank Perrone, C. Meyers","doi":"10.3138/jehr-2022-0041","DOIUrl":"https://doi.org/10.3138/jehr-2022-0041","url":null,"abstract":"Hiring quality teachers that best meet localized needs to provide students with authentic learning opportunities is crucial to both school and student success. Despite the clear importance of teacher hiring, especially in the current teacher labor market, a review of literature that synthesizes the entire body of teacher hiring literature has long been missing from the field. This review, which utilizes inclusion criteria for quality in addition to relevance, covers 80 empirical studies in an era of federal accountability (2001–2021) and provides a full portrait of K–12 teacher hiring research. In so doing, we identify what is known while also unearthing the many knowledge gaps that exist due to factors such as sample and methodological limitations. As such, this review of the literature provides practitioners and policymakers with a number of guideposts to help them with hiring decisions. This review also signals to researchers where and how they might build off of the current knowledge base.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"08 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129487015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hundreds of community colleges exist in rural contexts across the United States, yet we know little about the work and career development of the thousands of faculty employed at such institutions. Through a review of current literature, this article demonstrates how faculty at rural community colleges encounter specific factors in their professorial development because of these rural contexts in which their home institutions reside. From that literature, one can determine that factors playing a role in rural community college faculty development include (a) isolation and institution size, (b) multiple and multifaceted roles, (c) joy of working and engaging with students, (d) recruitment and retention of women faculty and faculty of color, and (d) recruitment and retention of academically qualified individuals. From those literature review findings, policy and practice recommendations around rural community college faculty are provided, such as creating and enhancing professional development opportunities and increasing recruitment and retention efforts for women faculty and faculty of color. In order to contribute more knowledge to supporting the development of rural community college-based faculty members, this article ends with future research ideas.
{"title":"Faculty Development at Community Colleges in U.S. Rural Contexts","authors":"Ty Mcnamee, Austin D. Van Horn","doi":"10.3138/jehr-2023-0051","DOIUrl":"https://doi.org/10.3138/jehr-2023-0051","url":null,"abstract":"Hundreds of community colleges exist in rural contexts across the United States, yet we know little about the work and career development of the thousands of faculty employed at such institutions. Through a review of current literature, this article demonstrates how faculty at rural community colleges encounter specific factors in their professorial development because of these rural contexts in which their home institutions reside. From that literature, one can determine that factors playing a role in rural community college faculty development include (a) isolation and institution size, (b) multiple and multifaceted roles, (c) joy of working and engaging with students, (d) recruitment and retention of women faculty and faculty of color, and (d) recruitment and retention of academically qualified individuals. From those literature review findings, policy and practice recommendations around rural community college faculty are provided, such as creating and enhancing professional development opportunities and increasing recruitment and retention efforts for women faculty and faculty of color. In order to contribute more knowledge to supporting the development of rural community college-based faculty members, this article ends with future research ideas.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123686414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Robert Mitchell, Nicholas Fuselier, Patty Witkowsky
A significant amount of recent research and media coverage has focused on the challenges related to K–12 teacher shortages, particularly in rural regions of the United States. Far less research, however, has been conducted on the challenges faced by rural community colleges related to recruiting and retaining both academic and professional personnel. The purpose of this exploratory qualitative study was to understand how current rural community college leaders are perceiving and addressing these challenges regarding recruitment and retention of personnel. A total of eight senior leaders in rural community colleges or state oversight agencies throughout one Mountain West state were interviewed. Through their experiences and insight, the authors synthesized their collective concerns to construct various promising practices on how to employ and hold on to personnel at rural community colleges.
{"title":"Recruiting and Retaining Higher Education Leaders for the Rural Community College “Lifestyle”","authors":"Robert Mitchell, Nicholas Fuselier, Patty Witkowsky","doi":"10.3138/jehr-2023-0050","DOIUrl":"https://doi.org/10.3138/jehr-2023-0050","url":null,"abstract":"A significant amount of recent research and media coverage has focused on the challenges related to K–12 teacher shortages, particularly in rural regions of the United States. Far less research, however, has been conducted on the challenges faced by rural community colleges related to recruiting and retaining both academic and professional personnel. The purpose of this exploratory qualitative study was to understand how current rural community college leaders are perceiving and addressing these challenges regarding recruitment and retention of personnel. A total of eight senior leaders in rural community colleges or state oversight agencies throughout one Mountain West state were interviewed. Through their experiences and insight, the authors synthesized their collective concerns to construct various promising practices on how to employ and hold on to personnel at rural community colleges.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122913004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The mission of community colleges is to create affordable pathways for students to enter the workforce or transfer into 4-year universities . However, community colleges have not been successful in efforts to assist Students of Color in completing an associate degree or transferring . Therefore, efforts have been made to increase the number of faculty of color in community colleges as they are influential in student success but faculty of color experience systematic oppression in higher education. Faculty of color in rural community colleges experience discrimination but do not want to share their concerns for fear of retribution in the conservative environment This study explored the experiences of faculty of color in rural community colleges as they transitioned from adjunct roles into tenure-track or tenured positions. An interpretivist phenomenological study using semistructured interviews was conducted on ten participants across three rural California community colleges. The findings from this study show that the participants had negative experiences in obtaining full-time employment in rural community colleges. However, they were able to obtain more experience and education during their pursuit of a tenured position. In addition, the participants saw themselves as agents of change in creating a more positive experience for students of color.
{"title":"Exploring the Lived Experiences of Faculty of Color Seeking Full-Time Employment in Rural Community Colleges","authors":"Eduardo Vásquez","doi":"10.3138/jehr-2022-0035","DOIUrl":"https://doi.org/10.3138/jehr-2022-0035","url":null,"abstract":"The mission of community colleges is to create affordable pathways for students to enter the workforce or transfer into 4-year universities . However, community colleges have not been successful in efforts to assist Students of Color in completing an associate degree or transferring . Therefore, efforts have been made to increase the number of faculty of color in community colleges as they are influential in student success but faculty of color experience systematic oppression in higher education. Faculty of color in rural community colleges experience discrimination but do not want to share their concerns for fear of retribution in the conservative environment This study explored the experiences of faculty of color in rural community colleges as they transitioned from adjunct roles into tenure-track or tenured positions. An interpretivist phenomenological study using semistructured interviews was conducted on ten participants across three rural California community colleges. The findings from this study show that the participants had negative experiences in obtaining full-time employment in rural community colleges. However, they were able to obtain more experience and education during their pursuit of a tenured position. In addition, the participants saw themselves as agents of change in creating a more positive experience for students of color.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123470187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The existing research on community college faculty attrition has focused on such internal institutional factors as faculty work life and morale. Few studies have examined factors outside of an institution’s control that may influence faculty attrition and no studies to date have examined such factors in a sample of rural-serving community college faculty. The present study explores the relationships of geographic issues, counterstream migration, economic concerns, and social responsibilities to attrition in a sample of full-time rural-serving community college faculty. Implications for rural and rural-serving community college human resources professionals and administrators are discussed.
{"title":"The Role of External Factors in Rural-Serving Community College Faculty Attrition","authors":"Jonathan W. Carrier, M. Perkins, W. Scull","doi":"10.3138/jehr-2023-0052","DOIUrl":"https://doi.org/10.3138/jehr-2023-0052","url":null,"abstract":"The existing research on community college faculty attrition has focused on such internal institutional factors as faculty work life and morale. Few studies have examined factors outside of an institution’s control that may influence faculty attrition and no studies to date have examined such factors in a sample of rural-serving community college faculty. The present study explores the relationships of geographic issues, counterstream migration, economic concerns, and social responsibilities to attrition in a sample of full-time rural-serving community college faculty. Implications for rural and rural-serving community college human resources professionals and administrators are discussed.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128952918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is tremendous interest among policymakers and advocates in diversifying the teacher labor market. This interest is driven at least in part by a growing body of research that points to the benefits of diverse teachers, particularly for students of color. While the diversity of the teacher workforce in the United States has increased in recent decades, it is still lags far behind the diversity of the nation’s students. To better understand the issue and what can be done about it, we simulate how varying levels of diversity at different points in the path to becoming a teacher affects the diversity of early-career teachers. Our simulations suggest that the lack of teacher diversity is due less to high school or college graduation disparities and more to the choices of college students about whether to pursue teacher preparation programs and become teachers. We also find that increases in the retention of teachers of color have relatively little impact on the diversity of the workforce: even if schools retained 100 percent of their early-career teachers of color, it would only increase workforce diversity by about 4 percentage points.
{"title":"Simulation Evidence on How Progression Through the Prospective Teacher Pipeline Affects Teacher Workforce Diversity","authors":"Dan Goldhaber, Etai Mizrav","doi":"10.3138/jehr-2022-0040","DOIUrl":"https://doi.org/10.3138/jehr-2022-0040","url":null,"abstract":"There is tremendous interest among policymakers and advocates in diversifying the teacher labor market. This interest is driven at least in part by a growing body of research that points to the benefits of diverse teachers, particularly for students of color. While the diversity of the teacher workforce in the United States has increased in recent decades, it is still lags far behind the diversity of the nation’s students. To better understand the issue and what can be done about it, we simulate how varying levels of diversity at different points in the path to becoming a teacher affects the diversity of early-career teachers. Our simulations suggest that the lack of teacher diversity is due less to high school or college graduation disparities and more to the choices of college students about whether to pursue teacher preparation programs and become teachers. We also find that increases in the retention of teachers of color have relatively little impact on the diversity of the workforce: even if schools retained 100 percent of their early-career teachers of color, it would only increase workforce diversity by about 4 percentage points.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115134720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Schools across the U.S. are facing substantial challenges filling positions ( Bleiberg & Kraft, 2022 ) and are considering solutions to address potential teacher shortages. As of 2022, almost half of the States in the U.S. create or support teacher residency programs (TRPs) through statute or regulation ( Education Commission of the States, 2022 ). TRPs are a structured, alternative mode of entry into the education profession that combines coursework in education with extensive on-the-job training, modeled after medical residencies ( Guha et al. 2016 ; Silva et al. 2014 ). To fulfill its promise, TRPs need to be organized and funded to offer living stipends to attract high-quality candidates with diverse backgrounds and experiences while providing them with intensive preparation. In this commentary article, we discuss “4 Rs” of sustainable funding: Reallocation, Reduction, Reinvestment, and Realignment. The literature suggests that most of the needed resources are already in the system, but they need to be realigned and reapplied. This transition can occur through cooperation and collaboration among state policymakers, EPPs, and local school districts.
美国各地的学校都面临着填补职位空缺的重大挑战(Bleiberg & Kraft, 2022)，并正在考虑解决潜在的教师短缺问题。截至2022年，美国近一半的州通过法规或法规创建或支持教师实习计划(trp)(美国教育委员会，2022年)。trp是一种结构化的、可替代的进入教育行业的模式，它将教育课程与广泛的在职培训相结合，模仿了医疗住院医师(Guha等人，2016;Silva et al. 2014)。为了实现其承诺，需要组织和资助trp，提供生活津贴，以吸引具有不同背景和经验的高素质候选人，同时为他们提供密集的准备。在这篇评论文章中，我们讨论了可持续融资的“4r”:重新分配、减少、再投资和重新调整。文献表明，大多数所需的资源已经在系统中，但它们需要重新组合和重新应用。这种转变可以通过州决策者、epp和当地学区之间的合作和协作来实现。
{"title":"Building Sustainable Funding for Teacher Residency Programs","authors":"M. Finster, Mark L. Fermanich","doi":"10.3138/jehr-2023-0043","DOIUrl":"https://doi.org/10.3138/jehr-2023-0043","url":null,"abstract":"Schools across the U.S. are facing substantial challenges filling positions ( Bleiberg & Kraft, 2022 ) and are considering solutions to address potential teacher shortages. As of 2022, almost half of the States in the U.S. create or support teacher residency programs (TRPs) through statute or regulation ( Education Commission of the States, 2022 ). TRPs are a structured, alternative mode of entry into the education profession that combines coursework in education with extensive on-the-job training, modeled after medical residencies ( Guha et al. 2016 ; Silva et al. 2014 ). To fulfill its promise, TRPs need to be organized and funded to offer living stipends to attract high-quality candidates with diverse backgrounds and experiences while providing them with intensive preparation. In this commentary article, we discuss “4 Rs” of sustainable funding: Reallocation, Reduction, Reinvestment, and Realignment. The literature suggests that most of the needed resources are already in the system, but they need to be realigned and reapplied. This transition can occur through cooperation and collaboration among state policymakers, EPPs, and local school districts.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130192788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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