Fiscal Equity of Teacher Salaries and Compensation in Oklahoma

Autor/inn/en	Maiden, Jeffrey; Evans, Nancy O.
Titel	Fiscal Equity of Teacher Salaries and Compensation in Oklahoma
Quelle	In: Journal of Education Finance, 34 (2009) 3, S.231-246 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Teacher Salaries; Educational Finance; Educational Resources; White Students; Correlation; Predictor Variables; Resource Allocation; Financial Policy; Educational Equity (Finance); Public Schools; Elementary Secondary Education; Educational Policy; Equal Education; Compensation (Remuneration); Public School Teachers; Oklahoma + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Bildungsfonds; Bildungsmittel; Korrelation; Prädiktor; Ressourcenallokation; Fiscal policy; Finanzpolitik; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Abfindung; Kompensation; Lohnausgleich
Abstract	This quantitative study investigated the degree to which financial resources supporting teachers was equitably distributed in Oklahoma. Teachers are an important resource and their importance is being increasingly emphasized as educators attempt to increase student achievement. Every student educated in Oklahoma should have an equal right to educational resources. Teacher salaries consume the largest portion of the educational budgets, and an investigation of salaries and compensation as a resource was warranted. This study investigated two fiscal years--2000 and 2005. Descriptive statistics, the Gini coefficient, and McLoone index were used to determine horizontal equity. Wealth neutrality was assessed using regression analyses and correlation. Instructional salaries and total instructional compensation were inequitably distributed in Oklahoma and the degree of inequity increased from fiscal years 2000 to 2005. Four variables, assessed property valuation, socioeconomic status, percentage of Caucasian students, and proximity to a bordering state were investigated to determine their impact on the distribution of resources. All variables, except the percentage of Caucasian students, were found to significantly influence the distribution of resources. This study exposed some inequities that exist in the distribution of instructional salaries and total instructional compensation in Oklahoma, thus preventing all students who are educated in our public schools from receiving equal access to resources that determine the quality of educational instruction the student receives. (Contains 5 tables and 25 footnotes.) (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10