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ERIC Number: ED421577
Record Type: RIE
Publication Date: 1998-Apr
Pages: 19
Abstractor: N/A
Inequities in Teacher Allocation: Policy and Practice in Urban School Districts.
Krei, Melinda Scott
Using data from three urban school districts, this paper examines policies and practices that contribute to inequities in the allocation of well-qualified, experienced teachers within these school systems. The research attempts to focus on some of the subtle and less directly observable influences on school district policies and practices. Semi-structured interviews were conducted in urban school districts in a Northeastern central city, a large Southeastern metropolitan area, and a smaller Southeastern district. Respondents included nine school administrators, three district officials, a retired principal who supervises student teachers, and an education specialist with the local government. Although the small size of the sample makes generalization difficult, the data provide insights into practices that have not been widely examined. Administrators in low-income schools agree that they have smaller, lower-quality applicant pools, and that their difficulties in developing relationships with student teacher programs places them at a further disadvantage in hiring. Due to seniority-based transfer provisions, effective teachers that principals are fortunate enough to recruit often leave after they accumulate a few years of experience. Unsatisfactory teachers tend to remain in place until an exchange for another marginal teacher is arranged. Low-income schools cannot count on parent pressure for high standards to influence their teachers. Obviously some conditions associated with inequities in teacher allocation are more amenable to redress through policy changes than others, but districts can improve access to quality teaching. Of critical concern is the ability to find incentives that will help attract and retain effective teachers. Methods of dealing with teacher transfer must be developed, and ways to promote relationships with teacher training programs will be needed. The commitment by a district's leadership to better resource allocation and personnel policies that allow low-income schools to recruit more desirable teacher candidates is needed. (Contains 29 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).