Funding Allocations and Human Resources: Identifying Opportunity Gaps for English Language Learners in "Low-Achieving" and "High-Achieving" Districts in California

Autor/in	Olivares, Marianna
Titel	Funding Allocations and Human Resources: Identifying Opportunity Gaps for English Language Learners in "Low-Achieving" and "High-Achieving" Districts in California
Quelle	In: Journal of Education Human Resources, 41 (2023) 3, S.440-465 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3138/jehr-2021-0060
Schlagwörter	Educational Finance; Resource Allocation; Human Resources; English Language Learners; School Districts; Budgets; Accountability; Academic Achievement; College Readiness; Career Readiness; Graduation Rate; California + Suchen Sie Ihr Suchwort? Bildungsfonds; Ressourcenallokation; Humankapital; School district; Schulbezirk; Finanzhaushalt; Verantwortung; Schulleistung; Kalifornien
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. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: https://www.utpjournals.press/loi/jehr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01