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Autor/inn/en | Lee, Joon-Ho; Fuller, Bruce |
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Titel | Does Progressive Finance Alter School Organizations and Raise Achievement? The Case of Los Angeles |
Quelle | In: Educational Policy, 36 (2022) 3, S.587-623 (37 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Fuller, Bruce) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-9048 |
DOI | 10.1177/0895904820901472 |
Schlagwörter | Educational Finance; Expenditure per Student; Academic Achievement; Disadvantaged; High School Students; School Organization; Funding Formulas; Class Size; Budgets; Poverty; Disadvantaged Schools; Beginning Teachers; College Preparation; English Language Learners; Access to Education; College Admission; Student Characteristics; Administrative Organization; Educational Equity (Finance); Teacher Qualifications; California (Los Angeles) Bildungsfonds; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School organisation; Schulorganisation; Funding; Finanzierung; Klassengröße; Finanzhaushalt; Armut; Junior teacher; Junglehrer; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulzugang; Hochschulzulassung; Zulassung; Lehrqualifikation |
Abstract | State finance reforms have raised per-pupil spending and elevated the achievement of disadvantaged students over the past half-century. But we know little about how fresh funding may alter teacher staffing or the social and curricular organization of schools, mediating gains in learning. We find that US$1.1 billion in new yearly funding--arriving to Los Angeles high schools after California enacted a progressive weighted-pupil formula in 2013--led schools to rely more on novice and probationary teachers. Schools that enjoyed greater funding modestly reduced average class size and the count of teaching periods assigned to staff in five subsequent years. Yet, high-poverty schools receiving higher budget augmentations more often assigned novice teachers to English learners (ELs) and hosted declining shares of courses that qualified graduates for college admission. Mean achievement climbed overall, but EL and poor students fell further behind in schools receiving greater funding. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |