ERIC Number: ED423583
Record Type: RIE
Publication Date: 1997-Oct
School Productivity: Teachers as Resources.
The purpose of this study was to examine the operations of a Texas high-poverty middle school focusing on teachers as a significant component in the flow of resources and their effect on achievement. The sample in this study included 11 math teachers and 26 English/language arts teachers, all from the same school, along with randomly selected sample of even numbered at-risk and non-at-risk students for sixth, seventh, and eighth grade. The results indicate that students' math achievement was not significantly affected by teacher preparation, and there was no difference between the two categories of students regarding student achievement. The study results suggest that teachers' knowledge, skill level, caring, commitment to student learning, and the school's organizational capacity were incongruent with the needs of high-poverty students. The reason is that serious misalignments produce marginal productivity. Misalignment is the result of a mismatch between the resource and the learner. The findings also indicate the need for more comprehensive microlevel studies that measure the unique characteristics, preparation, development, allocation, and actual use of teacher resources. Contains 56 references. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (11th, Orlando, FL, October 31-November 2, 1997).