English language learners (ELs) often attend schools where there are (1) inequitable access to appropriately trained teachers and limited professional development opportunities, (2) inadequate instructional time, and (3) inequitable access to instructional materials and curriculum. These conditions place ELs at a considerable disadvantage. Research aimed at analyzing budget accountability plans can help us gain a better understanding of EL-specific allocations that are most associated with student achievement. This qualitative research analyzed six California districts’ locally controlled budget plans to determine differences in funding allocations and targeted personnel funding for English language learners. Budget analysis revealed that all six districts dedicated the largest portion of their budgets to teachers and staff. Different allocation trends were seen between high- and low-achieving districts; but overall, districts did not have a major focus on the academic and personnel needs of ELs and their college and career readiness. Four districts dedicated at least some funding to ELs (0.09–2% of total budget), but there is a lack of targeted hiring for the quality staffing needs of ELs. Without access to appropriate resources and personnel, ELs cannot be expected to have the same opportunities as their non-EL peers.
{"title":"Funding Allocations and Human Resources: Identifying Opportunity Gaps for English Language Learners in “Low-Achieving” and “High-Achieving” Districts in California","authors":"M. Olivares","doi":"10.3138/jehr-2021-0060","DOIUrl":"https://doi.org/10.3138/jehr-2021-0060","url":null,"abstract":"English language learners (ELs) often attend schools where there are (1) inequitable access to appropriately trained teachers and limited professional development opportunities, (2) inadequate instructional time, and (3) inequitable access to instructional materials and curriculum. These conditions place ELs at a considerable disadvantage. Research aimed at analyzing budget accountability plans can help us gain a better understanding of EL-specific allocations that are most associated with student achievement. This qualitative research analyzed six California districts’ locally controlled budget plans to determine differences in funding allocations and targeted personnel funding for English language learners. Budget analysis revealed that all six districts dedicated the largest portion of their budgets to teachers and staff. Different allocation trends were seen between high- and low-achieving districts; but overall, districts did not have a major focus on the academic and personnel needs of ELs and their college and career readiness. Four districts dedicated at least some funding to ELs (0.09–2% of total budget), but there is a lack of targeted hiring for the quality staffing needs of ELs. Without access to appropriate resources and personnel, ELs cannot be expected to have the same opportunities as their non-EL peers.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"7 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":"122273140","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 examines how three relatively recent decisions enacted and upheld by Pennsylvania lawmakers have increased racial disparities in education funding and are helping to explode what Ladson-Billings has termed the educational debt. We find that districts with the highest concentrations of Black and Latinx students are profoundly underfunded. We find that these districts spent $2 billion less than they needed—according to calculations lawmakers enacted into state law in 2008—for their students to have a chance to meet the standards the state set for them. We also find that these districts would have received an additional $1.4 billion in state aid to help them address this underfunding if lawmakers had not abandoned a 2008 formula and an additional $918 million in state funding if lawmakers had used current formulas to distribute their two largest subsidies to school districts. We find that a vast majority of children in Pennsylvania are harmed by these policies. We also find that Black and Latinx students are being particularly shortchanged. We find that districts with the largest proportions of Black and Latinx students are harmed at substantially higher rates than districts with the lowest proportions of Black and Latinx students, even after we restrict our comparison to higher-poverty districts.
{"title":"School Finance Policies, Racial Disparities, and the Exploding Educational Debt: Egregious Evidence from Pennsylvania","authors":"Matthew Gardner Kelly, A. Maselli","doi":"10.3138/jehr-2022-0003","DOIUrl":"https://doi.org/10.3138/jehr-2022-0003","url":null,"abstract":"This article examines how three relatively recent decisions enacted and upheld by Pennsylvania lawmakers have increased racial disparities in education funding and are helping to explode what Ladson-Billings has termed the educational debt. We find that districts with the highest concentrations of Black and Latinx students are profoundly underfunded. We find that these districts spent $2 billion less than they needed—according to calculations lawmakers enacted into state law in 2008—for their students to have a chance to meet the standards the state set for them. We also find that these districts would have received an additional $1.4 billion in state aid to help them address this underfunding if lawmakers had not abandoned a 2008 formula and an additional $918 million in state funding if lawmakers had used current formulas to distribute their two largest subsidies to school districts. We find that a vast majority of children in Pennsylvania are harmed by these policies. We also find that Black and Latinx students are being particularly shortchanged. We find that districts with the largest proportions of Black and Latinx students are harmed at substantially higher rates than districts with the lowest proportions of Black and Latinx students, even after we restrict our comparison to higher-poverty districts.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128530033","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}
{"title":"Building the Capacity of Education Employers","authors":"Henry Tran","doi":"10.3138/jehr-40.4-01","DOIUrl":"https://doi.org/10.3138/jehr-40.4-01","url":null,"abstract":"","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115406828","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}
Collaboration among teachers is an important vehicle for teacher development, shared leadership, improving student achievement, building school culture, and attracting and retaining effective teachers. However, if professional collaborative environments are not truly diverse and inclusive or marginalize individual teachers or groups of teachers based on their identities, the professional communities are less effective and efforts to increase teacher diversity and student achievement by attracting and retaining teachers of color will be thwarted. We investigate whether a sustained commitment to anti-racism and/or diversity, equity, and inclusion (DEI) through districtwide teacher training efforts contributes to more inclusive professional learning communities within schools and whether these efforts, in creating more inclusive professional learning communities (PLCs), increase recruitment and retention of teachers of color. We investigate trends in two selected case study districts that implemented districtwide training for all teachers on anti-racism and/or DEI, using comparative interrupted time series and synthetic control methods. We find mixed and mainly null findings on teacher reports of inclusive PLCs following DEI initiatives, but the efforts do lead to small and not significant positive effects on teacher diversity.
{"title":"Toward More Inclusive Professional Learning Communities","authors":"R. Shand, Jacqui Batts","doi":"10.3138/jehr-2021-0058","DOIUrl":"https://doi.org/10.3138/jehr-2021-0058","url":null,"abstract":"Collaboration among teachers is an important vehicle for teacher development, shared leadership, improving student achievement, building school culture, and attracting and retaining effective teachers. However, if professional collaborative environments are not truly diverse and inclusive or marginalize individual teachers or groups of teachers based on their identities, the professional communities are less effective and efforts to increase teacher diversity and student achievement by attracting and retaining teachers of color will be thwarted. We investigate whether a sustained commitment to anti-racism and/or diversity, equity, and inclusion (DEI) through districtwide teacher training efforts contributes to more inclusive professional learning communities within schools and whether these efforts, in creating more inclusive professional learning communities (PLCs), increase recruitment and retention of teachers of color. We investigate trends in two selected case study districts that implemented districtwide training for all teachers on anti-racism and/or DEI, using comparative interrupted time series and synthetic control methods. We find mixed and mainly null findings on teacher reports of inclusive PLCs following DEI initiatives, but the efforts do lead to small and not significant positive effects on teacher diversity.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126255611","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 LGBTQ+ community is one overlooked and underresearched in education recruitment and retention, as compared with other minoritized groups. A growing teacher shortage is rooted both in recruitment and in retention and can be mitigated by examining policies that support equitable preservice programs and reduce high teacher rates of attrition. This article investigates the current teacher shortage, examines its roots in issues of retention and recruitment, and situates the role of LGBTQ+ educators. I propose that the teacher shortage could be mitigated by creating a pipeline more attuned to the needs of queer teachers and reimagining school systems to become more inclusive of the LGBTQ+ community. This article argues for increased representation and imagines a school system that actively recruits and retains LGBTQ+ people.
{"title":"The National Teacher Shortage: Addressing the Needs of LGBTQ+ Educators to Increase Recruitment and Retention","authors":"Sherri Castillo","doi":"10.3138/jehr-2021-0049","DOIUrl":"https://doi.org/10.3138/jehr-2021-0049","url":null,"abstract":"The LGBTQ+ community is one overlooked and underresearched in education recruitment and retention, as compared with other minoritized groups. A growing teacher shortage is rooted both in recruitment and in retention and can be mitigated by examining policies that support equitable preservice programs and reduce high teacher rates of attrition. This article investigates the current teacher shortage, examines its roots in issues of retention and recruitment, and situates the role of LGBTQ+ educators. I propose that the teacher shortage could be mitigated by creating a pipeline more attuned to the needs of queer teachers and reimagining school systems to become more inclusive of the LGBTQ+ community. This article argues for increased representation and imagines a school system that actively recruits and retains LGBTQ+ people.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126636054","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}
Improving equity of education funding is a key to addressing social injustices in education. Weighted student funding systems are a relatively novel approach a number of large urban and suburban districts have used to try to improve the equity of school funding. In a weighted student funding (WSF) system, the dollars distributed to schools are “weighted” to provide more dollars to schools enrolling high-need students, such as those who are economically disadvantaged, English learners, or students with disabilities. Using an interrupted time series approach, we examined trends in equity over time in four WSF districts to examine whether equity improved following WSF implementation. We find that equity of resource distribution improved meaningfully as measured by both the progressiveness of funding with respect to poverty and the predictability of funding in only one of the four districts examined in the longitudinal analysis. We performed several follow-up analyses, including simulations of WSF formulas, to understand why we did not observe improved equity in WSF districts. We show that distributing dollars outside of the WSF system, charging schools average rather than actual salaries for teachers, the use of weights that reward lower-poverty schools, and the provision of extra funding to magnet schools or other lower-poverty schools with specialized academic programs can all work to erode equity gains in WSF systems.
{"title":"Missed Opportunities: Weighted Student Funding Systems and Resource Equity","authors":"Drew Atchison, J. Levin","doi":"10.3138/jehr-2021-0056","DOIUrl":"https://doi.org/10.3138/jehr-2021-0056","url":null,"abstract":"Improving equity of education funding is a key to addressing social injustices in education. Weighted student funding systems are a relatively novel approach a number of large urban and suburban districts have used to try to improve the equity of school funding. In a weighted student funding (WSF) system, the dollars distributed to schools are “weighted” to provide more dollars to schools enrolling high-need students, such as those who are economically disadvantaged, English learners, or students with disabilities. Using an interrupted time series approach, we examined trends in equity over time in four WSF districts to examine whether equity improved following WSF implementation. We find that equity of resource distribution improved meaningfully as measured by both the progressiveness of funding with respect to poverty and the predictability of funding in only one of the four districts examined in the longitudinal analysis. We performed several follow-up analyses, including simulations of WSF formulas, to understand why we did not observe improved equity in WSF districts. We show that distributing dollars outside of the WSF system, charging schools average rather than actual salaries for teachers, the use of weights that reward lower-poverty schools, and the provision of extra funding to magnet schools or other lower-poverty schools with specialized academic programs can all work to erode equity gains in WSF systems.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115227014","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}
Meagan Comb, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald
States are responsible for evaluating teacher preparation programs (TPPs) through program reviews. We use data from Massachusetts to describe the first analysis of program review ratings and their relationship to in-service outcomes for TPP graduates. When comparisons are made across all schools and districts in the state, a TPP’s review scores positively predict in-service teacher evaluations and value added for TPP graduates. These relationships, however, become more modest for teacher evaluations and statistically insignificant for value added when relationships are identified based on comparisons between TPP graduates who are teaching in the same schools and districts.
{"title":"State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness","authors":"Meagan Comb, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald","doi":"10.3138/jehr-2021-0054","DOIUrl":"https://doi.org/10.3138/jehr-2021-0054","url":null,"abstract":"States are responsible for evaluating teacher preparation programs (TPPs) through program reviews. We use data from Massachusetts to describe the first analysis of program review ratings and their relationship to in-service outcomes for TPP graduates. When comparisons are made across all schools and districts in the state, a TPP’s review scores positively predict in-service teacher evaluations and value added for TPP graduates. These relationships, however, become more modest for teacher evaluations and statistically insignificant for value added when relationships are identified based on comparisons between TPP graduates who are teaching in the same schools and districts.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126889948","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}
Christopher K. Flores, Denise M. Cumberland, Deborah W. Powers
As the nation’s high school student population becomes increasingly diverse, the lack of minority teachers, particularly African American male teachers, is a concern. This case study of African American male high school teachers in a mid-sized market in the Midwest sought to identify the motivations for teaching, the barriers prior to and during teaching, and the roles these individuals are asked to fill in their schools. Ten individuals participated in semi-structured interviews for which critical race theory served as the theoretical framework. By expanding the conversation on race and racism within the educational system, this research sought to expose what injustices African American male teachers experience, not only during their time in school, but later during their careers as educators. This research gives voice to a silenced minority and increases our understanding to help us address the question, “Where are the Black men?” Finally, recommendations are offered to those serving in human resource administration positions in local school districts.
{"title":"Black Men Wanted: Exploring the Situational Factors Related to the Retention of African American Male High School Teachers","authors":"Christopher K. Flores, Denise M. Cumberland, Deborah W. Powers","doi":"10.3138/jehr-2021-0046","DOIUrl":"https://doi.org/10.3138/jehr-2021-0046","url":null,"abstract":"As the nation’s high school student population becomes increasingly diverse, the lack of minority teachers, particularly African American male teachers, is a concern. This case study of African American male high school teachers in a mid-sized market in the Midwest sought to identify the motivations for teaching, the barriers prior to and during teaching, and the roles these individuals are asked to fill in their schools. Ten individuals participated in semi-structured interviews for which critical race theory served as the theoretical framework. By expanding the conversation on race and racism within the educational system, this research sought to expose what injustices African American male teachers experience, not only during their time in school, but later during their careers as educators. This research gives voice to a silenced minority and increases our understanding to help us address the question, “Where are the Black men?” Finally, recommendations are offered to those serving in human resource administration positions in local school districts.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131567559","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 study investigates whether a principal’s likelihood of hiring a teacher of color is sensitive to the racial composition of students in the school. We used an administrative dataset from Texas including 59,157 principal observations and 662,997 teacher observations spanning 2000–2017 to consider whether or not the disappearing diversity in a majority White school is a factor in principals’ decisions to hire teachers of color. We examined the hiring patterns of principals within schools where 50% of the students were White and compared the probability that a non-White teacher would be hired as the homogeneity of the student body increased (that is, as increasing proportions of the student body were White). We found that White principals were less likely to hire teachers of color as the proportion of White students approached 100%. This study provides initial evidence that teacher hires are sensitive not only to the principal’s race but also to the racial composition of the student body. Specifically, as the diversity of the student body disappears, so too does the principal’s likelihood of hiring a teacher of color.
{"title":"Disappearing Diversity and the Probability of Hiring a Non-White Teacher: An Analysis of Principals’ Hiring Patterns in Predominantly White Schools","authors":"Lauren P. Bailes, Sarah Guthery","doi":"10.3138/jehr-2021-0033","DOIUrl":"https://doi.org/10.3138/jehr-2021-0033","url":null,"abstract":"This study investigates whether a principal’s likelihood of hiring a teacher of color is sensitive to the racial composition of students in the school. We used an administrative dataset from Texas including 59,157 principal observations and 662,997 teacher observations spanning 2000–2017 to consider whether or not the disappearing diversity in a majority White school is a factor in principals’ decisions to hire teachers of color. We examined the hiring patterns of principals within schools where 50% of the students were White and compared the probability that a non-White teacher would be hired as the homogeneity of the student body increased (that is, as increasing proportions of the student body were White). We found that White principals were less likely to hire teachers of color as the proportion of White students approached 100%. This study provides initial evidence that teacher hires are sensitive not only to the principal’s race but also to the racial composition of the student body. Specifically, as the diversity of the student body disappears, so too does the principal’s likelihood of hiring a teacher of color.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"9 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120861212","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}
{"title":"Intersection of Gender and Race in P–12 and Higher Education Leadership","authors":"Henry Tran, Gaetane Jean-Marie","doi":"10.3138/jehr-40.3-01","DOIUrl":"https://doi.org/10.3138/jehr-40.3-01","url":null,"abstract":"","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134051328","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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