Mentoring has been used in human resources in both the education and business sectors to aid the onboarding process. Improved retention has been found in both mentors and mentees involved in the mentoring programs. While most administrators surveyed indicated successful mentoring programs, this study identifi es factors that were most common for the success of those educational institutions’ programs. This study provides tips to increase and improve formal mentoring programs within your institution by showing the most common responses to survey questions about the mentoring process in multiple higher education institutions in one Midwestern state within the United States. Education level, the fi eld of study, and other criteria were studied to indicate the most important factors in making a good mentor-mentee match, which aims to identify the best practices for mentoring programs.
{"title":"Mentoring Program Tips","authors":"Meng Xiao, Karen J. Reynolds, J. Friedel","doi":"10.3138/jehr-2022-0020","DOIUrl":"https://doi.org/10.3138/jehr-2022-0020","url":null,"abstract":"Mentoring has been used in human resources in both the education and business sectors to aid the onboarding process. Improved retention has been found in both mentors and mentees involved in the mentoring programs. While most administrators surveyed indicated successful mentoring programs, this study identifi es factors that were most common for the success of those educational institutions’ programs. This study provides tips to increase and improve formal mentoring programs within your institution by showing the most common responses to survey questions about the mentoring process in multiple higher education institutions in one Midwestern state within the United States. Education level, the fi eld of study, and other criteria were studied to indicate the most important factors in making a good mentor-mentee match, which aims to identify the best practices for mentoring programs.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129798427","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}
State takeovers of school districts typically involve dramatic changes to the workforce in the targeted school system and are often undertaken for the express purpose of improving a school system’s finances. However, little is known about how takeover affects education spending, particularly the distribution of funds across schools within districts. This has important implications for human resources because inequitable spending exacerbates teacher quality shortages for schools that serve marginalized students. We capitalize on a novel source of school-level education spending data for 2018–2019 to examine how takeover influences overall spending, equality of spending across schools within districts, and race-, ethnicity-, and class-based gaps in spending across schools. We do this for a national sample of 24 districts taken over between 2013 and 2019 matched to a set of untreated comparison districts with a high propensity for takeover. We find that state takeover is associated with higher levels of education spending, and that the greater funding promotes racial and ethnic fiscal equity but does not increase income-based school finance equity. Importantly, average increases in school spending are likely too small to substantially affect educational inequality. Therefore, takeover does not seem to be a sufficient mechanism for meaningfully mitigating within-district finance inequity.
{"title":"State Takeover of School Systems and Within-District Fiscal Equity","authors":"Joshua Bleiberg, M. Lyon, Beth E. Schueler","doi":"10.3138/jehr-2021-0059","DOIUrl":"https://doi.org/10.3138/jehr-2021-0059","url":null,"abstract":"State takeovers of school districts typically involve dramatic changes to the workforce in the targeted school system and are often undertaken for the express purpose of improving a school system’s finances. However, little is known about how takeover affects education spending, particularly the distribution of funds across schools within districts. This has important implications for human resources because inequitable spending exacerbates teacher quality shortages for schools that serve marginalized students. We capitalize on a novel source of school-level education spending data for 2018–2019 to examine how takeover influences overall spending, equality of spending across schools within districts, and race-, ethnicity-, and class-based gaps in spending across schools. We do this for a national sample of 24 districts taken over between 2013 and 2019 matched to a set of untreated comparison districts with a high propensity for takeover. We find that state takeover is associated with higher levels of education spending, and that the greater funding promotes racial and ethnic fiscal equity but does not increase income-based school finance equity. Importantly, average increases in school spending are likely too small to substantially affect educational inequality. Therefore, takeover does not seem to be a sufficient mechanism for meaningfully mitigating within-district finance inequity.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115618835","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}
To boost teacher leader morale and satisfaction, and fulfi ll the promise of teacher leadership, we argue that district and school leaders need to lean in on management processes by developing and applying strategic management of human capital (SMHC) policies and practices to their teacher leadership programs. In our view, endeavors should not shy away from management policies and practices, but embrace them to empower teacher leaders. To elaborate on what this may entail, we provide an overview of nine SMHC practice areas and resources to guide district staff in their endeavors.
{"title":"Leaning in on Management to Empower Teacher Leaders","authors":"M. Finster, Amy Lamitie","doi":"10.3138/jehr-2022-0037","DOIUrl":"https://doi.org/10.3138/jehr-2022-0037","url":null,"abstract":"To boost teacher leader morale and satisfaction, and fulfi ll the promise of teacher leadership, we argue that district and school leaders need to lean in on management processes by developing and applying strategic management of human capital (SMHC) policies and practices to their teacher leadership programs. In our view, endeavors should not shy away from management policies and practices, but embrace them to empower teacher leaders. To elaborate on what this may entail, we provide an overview of nine SMHC practice areas and resources to guide district staff in their endeavors.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125410375","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 success of preschool programs is largely dependent upon a high-quality teaching workforce. Preschool educators are critical in supporting a child’s socio-emotional development, motivation, school readiness, achievement, and overall learning. While expected to be professionally prepared similarly to their colleagues from elementary and secondary education, public preschool teachers face substantial underpayment and a higher workload. This study, which was part of a larger study focused on the Kentucky early childhood workforce, presents findings on compensation inequity for teachers and teaching assistants working with children aged three to five years in public preschool programs. The average public preschool teacher reported having a college degree with 11 years of experience in their current position and 12 years of experience in public preschool. The average teaching assistant reported having some college credits or a Child Development Associate degree with six years of experience in their current position and nearly nine years of preschool-based experience. Teachers and teaching assistants reported low wages in comparison with similarly qualified teaching staff at kindergarten through high school levels, with some having to work secondary jobs. Despite the wage gap, teaching preschool was a career choice for most respondents. To keep high-quality teachers and teaching assistants in public preschool classrooms, it is necessary to pay them a higher wage and provide support for their ongoing professional development.
{"title":"Underpaid but Choosing to Stay: Compensation Inequity in Kentucky Public Preschool","authors":"V. Sherif, Kathryn P. Chapman, B. Rous","doi":"10.3138/jehr-2021-0067","DOIUrl":"https://doi.org/10.3138/jehr-2021-0067","url":null,"abstract":"The success of preschool programs is largely dependent upon a high-quality teaching workforce. Preschool educators are critical in supporting a child’s socio-emotional development, motivation, school readiness, achievement, and overall learning. While expected to be professionally prepared similarly to their colleagues from elementary and secondary education, public preschool teachers face substantial underpayment and a higher workload. This study, which was part of a larger study focused on the Kentucky early childhood workforce, presents findings on compensation inequity for teachers and teaching assistants working with children aged three to five years in public preschool programs. The average public preschool teacher reported having a college degree with 11 years of experience in their current position and 12 years of experience in public preschool. The average teaching assistant reported having some college credits or a Child Development Associate degree with six years of experience in their current position and nearly nine years of preschool-based experience. Teachers and teaching assistants reported low wages in comparison with similarly qualified teaching staff at kindergarten through high school levels, with some having to work secondary jobs. Despite the wage gap, teaching preschool was a career choice for most respondents. To keep high-quality teachers and teaching assistants in public preschool classrooms, it is necessary to pay them a higher wage and provide support for their ongoing professional development.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114554914","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}
In the course of the COVID-19 pandemic, education policy debates have thrust a heightened focus on the provision of adequate school resources and on educator well-being and turnover, concerns particularly critical for school districts that serve large shares of economically disadvantaged students. In this article, we investigate voter and parent support for school spending initiatives in Missouri by analyzing data from two representative statewide surveys, one of the state's voters and one of the state’s parents, focusing on total school spending and spending on teacher salaries. Missouri presents an especially salient setting in which to examine issues of equity in school spending, with below-average school spending and bottom-decile average teacher salaries. In this context, we investigate longstanding predictors of school spending support, including political ideology, alongside new hypotheses, including those pertaining to regional spending inequality and differences between voter and parent constituencies. While political ideology predicted school spending and teacher salary preferences, it did so more strongly for voters than for parents, an important consideration amid heightened political tensions in policy debates. Parent preferences, on the other hand, were more likely to be predicted by opinions of local and statewide school quality. Both voters and parents indicated sensitivity to regional spending inequality with respect to total school spending but not with respect to teacher salaries. Collectively, these findings may inform policymaking efforts in Missouri and similar prevailingly conservative contexts to use constituent preferences to guide legislative efforts.
{"title":"Green with Envy? Heterogeneous Voter and Parent Preferences for Public School Expenditures and Teacher Salaries","authors":"J. C. Anglum, Evan Rhinesmith","doi":"10.3138/jehr-2022-0001","DOIUrl":"https://doi.org/10.3138/jehr-2022-0001","url":null,"abstract":"In the course of the COVID-19 pandemic, education policy debates have thrust a heightened focus on the provision of adequate school resources and on educator well-being and turnover, concerns particularly critical for school districts that serve large shares of economically disadvantaged students. In this article, we investigate voter and parent support for school spending initiatives in Missouri by analyzing data from two representative statewide surveys, one of the state's voters and one of the state’s parents, focusing on total school spending and spending on teacher salaries. Missouri presents an especially salient setting in which to examine issues of equity in school spending, with below-average school spending and bottom-decile average teacher salaries. In this context, we investigate longstanding predictors of school spending support, including political ideology, alongside new hypotheses, including those pertaining to regional spending inequality and differences between voter and parent constituencies. While political ideology predicted school spending and teacher salary preferences, it did so more strongly for voters than for parents, an important consideration amid heightened political tensions in policy debates. Parent preferences, on the other hand, were more likely to be predicted by opinions of local and statewide school quality. Both voters and parents indicated sensitivity to regional spending inequality with respect to total school spending but not with respect to teacher salaries. Collectively, these findings may inform policymaking efforts in Missouri and similar prevailingly conservative contexts to use constituent preferences to guide legislative efforts.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123670715","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 has been a recent expansion of high school course offerings in science, technology, engineering, mathematics, and medical/health (STEMM) fields. The large span of courses now offered in STEMM are delineated across STEMM-general courses (i.e., chemistry) and STEMM-CTE courses (i.e., information technology). Little is known, however, about who are the teachers in these courses. This brief addresses this void by developing a taxonomy of the STEMM teaching workforce using statewide data from Maryland. Through this taxonomy, we examine the number of STEMM teachers by whether they teach general versus CTE STEMM courses, and whether they do so exclusively or across both types. We then examine what teaching courseloads look like across these groupings, as well as by qualifications and demographics. The aim of this brief is to understand not only the landscape of who teaches which STEMM courses, but also to identify disparities. This can help inform research on STEMM courses and teachers as well as policy, practice, and professional development.
{"title":"Exclusive versus Mixed, General versus CTE: Building a New Taxonomy of STEMM High School Teachers","authors":"Michael Gottfried, J. Plasman, David Blazar","doi":"10.3138/jehr-2022-0006","DOIUrl":"https://doi.org/10.3138/jehr-2022-0006","url":null,"abstract":"There has been a recent expansion of high school course offerings in science, technology, engineering, mathematics, and medical/health (STEMM) fields. The large span of courses now offered in STEMM are delineated across STEMM-general courses (i.e., chemistry) and STEMM-CTE courses (i.e., information technology). Little is known, however, about who are the teachers in these courses. This brief addresses this void by developing a taxonomy of the STEMM teaching workforce using statewide data from Maryland. Through this taxonomy, we examine the number of STEMM teachers by whether they teach general versus CTE STEMM courses, and whether they do so exclusively or across both types. We then examine what teaching courseloads look like across these groupings, as well as by qualifications and demographics. The aim of this brief is to understand not only the landscape of who teaches which STEMM courses, but also to identify disparities. This can help inform research on STEMM courses and teachers as well as policy, practice, and professional development.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130834925","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 introduces educational human resource researchers to Minnesota’s unique tax-base sharing program in the Twin Cities metro region. It also introduces a social justice methodology called cooperation analysis for school finance research, and specifically its concept of structural justice. It applies cooperation analysis to tax-base sharing in the Twin Cities metro region, focusing on human resource expenditure and overall indicators. The analysis finds that the Twin Cities metro region has the highest overall cooperation of any metro region in relevant datasets and the second highest cooperation in human resource expenditure, making it a model to highlight and replicate nationally. However, the analysis also finds that overall cooperation around resource distribution need not imply cooperation in resource expenditure, specifically on human resources. Furthermore, tax-base sharing does not impact cooperation with respect to student population imbalance, nor does it mitigate expropriation with respect to district debt service, trapping the regions’ districts in cycles of austerity.
{"title":"Cooperation Analysis of Tax-Base Sharing in the Twin Cities: School Districts, Human Resources, and Structural Justice","authors":"David I. Backer","doi":"10.3138/jehr-2021-0053","DOIUrl":"https://doi.org/10.3138/jehr-2021-0053","url":null,"abstract":"This article introduces educational human resource researchers to Minnesota’s unique tax-base sharing program in the Twin Cities metro region. It also introduces a social justice methodology called cooperation analysis for school finance research, and specifically its concept of structural justice. It applies cooperation analysis to tax-base sharing in the Twin Cities metro region, focusing on human resource expenditure and overall indicators. The analysis finds that the Twin Cities metro region has the highest overall cooperation of any metro region in relevant datasets and the second highest cooperation in human resource expenditure, making it a model to highlight and replicate nationally. However, the analysis also finds that overall cooperation around resource distribution need not imply cooperation in resource expenditure, specifically on human resources. Furthermore, tax-base sharing does not impact cooperation with respect to student population imbalance, nor does it mitigate expropriation with respect to district debt service, trapping the regions’ districts in cycles of austerity.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121617649","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}
Language is a form of human capital. Human capital refers to skills an individual needs to succeed within the labor market. Originating from The Bilingual Education Act of 1968 (Title VII of the Elementary and Secondary Education Act of 1968), one of many purposes of dual language programs (DLPs) was to provide equal access to classroom opportunities for all students, regardless of their native language. The goal of bilingual programs is to promote the literacy of the English language and their home language. Two-way DLPs in schools were created to help strengthen the English literacy of non-native-English-speaking students, while simultaneously supporting their performance in school. English-speaking students are also within the classroom, while instruction is split between English and the home language of the non-native English speakers. Despite the original focus of equity in these programs, there seems to have been a growing interest in DLPs from native English speakers whose goals are most closely related to human capital and globalization views. In addition, disparities in funding highlight the lack of value placed on DLPs when it comes to equity for non-native English speakers, which are ultimately rooted in the history of oppressive bilingual education policies. The globalization view, coupled with funding inequities, could lead to resource hoarding among certain groups, ultimately negatively affecting English learners’ labor market outcomes later in life due to an inability to access DLPs and utilize the benefits that come from them.
{"title":"Application of Human Capital Theory to Understand Funding Inequities in Dual Language Programs","authors":"Jenna Doane","doi":"10.3138/jehr-2021-0055","DOIUrl":"https://doi.org/10.3138/jehr-2021-0055","url":null,"abstract":"Language is a form of human capital. Human capital refers to skills an individual needs to succeed within the labor market. Originating from The Bilingual Education Act of 1968 (Title VII of the Elementary and Secondary Education Act of 1968), one of many purposes of dual language programs (DLPs) was to provide equal access to classroom opportunities for all students, regardless of their native language. The goal of bilingual programs is to promote the literacy of the English language and their home language. Two-way DLPs in schools were created to help strengthen the English literacy of non-native-English-speaking students, while simultaneously supporting their performance in school. English-speaking students are also within the classroom, while instruction is split between English and the home language of the non-native English speakers. Despite the original focus of equity in these programs, there seems to have been a growing interest in DLPs from native English speakers whose goals are most closely related to human capital and globalization views. In addition, disparities in funding highlight the lack of value placed on DLPs when it comes to equity for non-native English speakers, which are ultimately rooted in the history of oppressive bilingual education policies. The globalization view, coupled with funding inequities, could lead to resource hoarding among certain groups, ultimately negatively affecting English learners’ labor market outcomes later in life due to an inability to access DLPs and utilize the benefits that come from them.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128221523","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}
Current studies of school finance equity focus on quantitative approaches to understanding resource disparities. Analyses of school resources that capture stakeholder perceptions and values are better positioned to critically examine the historical, cultural, and political significance of different types of school resources. The purpose of this article is to advance a framework for analyzing school resources at the site level through a critical lens. We propose a novel conceptual framework, which we refer to as the “Critical School Level Resources” framework, to capture how local school stakeholders, specifically principals, teachers, and families, understand, allocate, and use school resources. Our hope is to see this framework push the field’s conceptualization of resources to include qualitative and critical approaches, in addition to quantitative or a-critical metrics, while incorporating more stakeholders in the evaluation of resources at their schools.
{"title":"Adopting a Critical Lens: A Conceptual Framework for Analyzing Local School Resources","authors":"Ji Ho (Geo) Yang, David S. Knight","doi":"10.3138/jehr-2021-0061","DOIUrl":"https://doi.org/10.3138/jehr-2021-0061","url":null,"abstract":"Current studies of school finance equity focus on quantitative approaches to understanding resource disparities. Analyses of school resources that capture stakeholder perceptions and values are better positioned to critically examine the historical, cultural, and political significance of different types of school resources. The purpose of this article is to advance a framework for analyzing school resources at the site level through a critical lens. We propose a novel conceptual framework, which we refer to as the “Critical School Level Resources” framework, to capture how local school stakeholders, specifically principals, teachers, and families, understand, allocate, and use school resources. Our hope is to see this framework push the field’s conceptualization of resources to include qualitative and critical approaches, in addition to quantitative or a-critical metrics, while incorporating more stakeholders in the evaluation of resources at their schools.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117308150","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 racial disparities in school discipline and lack of teacher diversity represent two pressing issues facing educational equity. While traditional measures of teacher quality center on experience and credentials, little extant literature situates teacher diversity as an aspect of teacher quality. To fill this gap, we explore how both teacher experience and racial diversity are associated with school-level student discipline outcomes, and how they vary by schools’ contextual factors. We find that while teacher diversity and experience predict both reductions in disciplinary incidents and consequences, only changes in the share of Black teachers a school employs are associated with reductions in the Black–White racial school discipline gap. We position our findings in the Diversity Intelligence and People as Technology frameworks and discuss implications for policy and educational human resources practices.
{"title":"Linking Teacher Quality and School Discipline Disproportionality","authors":"Shuyang Wang, Jerome Graham, Monica Flamini, Salih Çevik","doi":"10.3138/jehr-2021-0057","DOIUrl":"https://doi.org/10.3138/jehr-2021-0057","url":null,"abstract":"The racial disparities in school discipline and lack of teacher diversity represent two pressing issues facing educational equity. While traditional measures of teacher quality center on experience and credentials, little extant literature situates teacher diversity as an aspect of teacher quality. To fill this gap, we explore how both teacher experience and racial diversity are associated with school-level student discipline outcomes, and how they vary by schools’ contextual factors. We find that while teacher diversity and experience predict both reductions in disciplinary incidents and consequences, only changes in the share of Black teachers a school employs are associated with reductions in the Black–White racial school discipline gap. We position our findings in the Diversity Intelligence and People as Technology frameworks and discuss implications for policy and educational human resources practices.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128594767","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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