Journal of Education Human Resources最新文献_第9页

Funding Allocations and Human Resources: Identifying Opportunity Gaps for English Language Learners in “Low-Achieving” and “High-Achieving” Districts in California 资金分配和人力资源:识别加利福尼亚“低成就”和“高成就”地区英语学习者的机会差距

Journal of Education Human Resources Pub Date : 2022-09-08 DOI: 10.3138/jehr-2021-0060

M. Olivares

{"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}

引用次数: 0

School Finance Policies, Racial Disparities, and the Exploding Educational Debt: Egregious Evidence from Pennsylvania 学校财政政策、种族差异和爆炸性的教育债务:来自宾夕法尼亚州的惊人证据

Journal of Education Human Resources Pub Date : 2022-09-01 DOI: 10.3138/jehr-2022-0003

Matthew Gardner Kelly, A. Maselli

{"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}

引用次数: 1

Building the Capacity of Education Employers 教育用人单位能力建设

Journal of Education Human Resources Pub Date : 2022-09-01 DOI: 10.3138/jehr-40.4-01

Henry Tran

引用次数: 0

Toward More Inclusive Professional Learning Communities 迈向更具包容性的专业学习社区

Journal of Education Human Resources Pub Date : 2022-08-18 DOI: 10.3138/jehr-2021-0058

R. Shand, Jacqui Batts

{"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}

引用次数: 1

The National Teacher Shortage: Addressing the Needs of LGBTQ+ Educators to Increase Recruitment and Retention 全国教师短缺:解决LGBTQ+教育工作者增加招聘和保留的需求

Journal of Education Human Resources Pub Date : 2022-08-18 DOI: 10.3138/jehr-2021-0049

Sherri Castillo

引用次数: 0

Missed Opportunities: Weighted Student Funding Systems and Resource Equity 错失的机会:加权学生资助制度和资源公平

Journal of Education Human Resources Pub Date : 2022-08-18 DOI: 10.3138/jehr-2021-0056

Drew Atchison, J. Levin

{"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}

引用次数: 0

State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness 教育工作者预备课程的州评:连结课程检讨与教师效能

Journal of Education Human Resources Pub Date : 2022-07-25 DOI: 10.3138/jehr-2021-0054

Meagan Comb, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald

引用次数: 0

Black Men Wanted: Exploring the Situational Factors Related to the Retention of African American Male High School Teachers 通缉黑人男子:探究与非裔美国男高中教师保留有关的情境因素

Journal of Education Human Resources Pub Date : 2022-07-21 DOI: 10.3138/jehr-2021-0046

Christopher K. Flores, Denise M. Cumberland, Deborah W. Powers

引用次数: 0

Disappearing Diversity and the Probability of Hiring a Non-White Teacher: An Analysis of Principals’ Hiring Patterns in Predominantly White Schools 消失的多样性和聘用非白人教师的可能性:对白人占主导地位的学校校长聘用模式的分析

Journal of Education Human Resources Pub Date : 2022-06-17 DOI: 10.3138/jehr-2021-0033

Lauren P. Bailes, Sarah Guthery

{"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}

引用次数: 0

Intersection of Gender and Race in P–12 and Higher Education Leadership P-12和高等教育领导中的性别和种族交集

Journal of Education Human Resources Pub Date : 2022-06-01 DOI: 10.3138/jehr-40.3-01

Henry Tran, Gaetane Jean-Marie

引用次数: 0