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ERIC Number: EJ761695
Record Type: Journal
Publication Date: 2007
Pages: 21
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0098-9495
Resource Adequacy, Equity, and the Right to Learn: Access to High-Quality Teachers in Kentucky
Knoeppel, Robert C.
Journal of Education Finance, v32 n4 p422-442 Spr 2007
Using school-level descriptive data, this study examined the distribution of teachers in the Commonwealth of Kentucky in an attempt to build on previous research concerning the equity of the finance system in the state. Rather than focusing on revenue from the perspective of horizontal equity, this study used human resource data to examine the distribution of teachers in Kentucky public schools from the perspective of vertical equity. In so doing, the study examined progress made in the state on the provision of sufficient teachers in all schools, especially those with demonstrated need. Two questions were addressed in this study. First, what is the distribution of teachers in public schools in the Commonwealth of Kentucky? Second, how are schools at each level of schooling--elementary, middle, and high--performing on state-mandated accountability measures? The results of this study suggest that although more than 98% of all teachers are fully certified to teach in the public schools in Kentucky, an examination of the measures of a teacher quality seen in the literature--average years of experience, education level, and knowledge of content and pedagogy--reveals that the teachers who possess these characteristics are concentrated in the least needy schools. Adequacy is an attempt to link resources with measures of student achievement. Lower achievement in the schools serving impoverished children coupled with unequal allocation of teacher resources suggests that the mandate for adequacy, or vertical equity, has not been achieved in Kentucky's public schools. (Contains 2 tables and 50 footnotes.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky