SEDL’s Resource Allocation Studies 2003 - Examination of Resource Allocation in Education:...
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Transcript of SEDL’s Resource Allocation Studies 2003 - Examination of Resource Allocation in Education:...
SEDL’s Resource Allocation Studies
2003 - Examination of Resource Allocation in Education: Connecting Spending to Student Performance
States in study: Arkansas, Louisiana, New Mexico, and Texas
Results:
Higher student performance is related to higher levels of resource allocation (fiscal and teacher resources) in instructional areas
SEDL’s Resource Allocation Studies
2004 - Investigation of Education Databases in Four States to Support Policy Research on Resource Allocation
States in study: Arkansas, Louisiana, New Mexico, and Texas
Results:
State education data to study teacher resource allocation are
generally available and accessible; however, variables of interest
may not be due to accuracy, consistency, and database alignment
limitations.
SEDL’s Resource Allocation Studies
2005 (to be complete in December) - Teacher Resources and Student Achievement in High Need Schools
States in study: Arkansas, Louisiana, and Texas
Purpose of study• Test whether current salary levels are significantly related to teacher
experience and education• Analyze distribution of teacher base salary, experience, and
education for different school environment• Investigate how teacher salary, experience, and education relate to
math and reading student achievement in elementary and middle/junior high schools
What Do We Mean by Different School Environments?
• Urban, suburban, or rural
• Student minority and poverty enrollments
• Per-pupil instructional expenditures
• Family household income
• Level of parent education
What indicates a high-need school?• Either rural or urban, and
• High minority student enrollment, and/or
• High poverty student enrollment, and/or
• Low student performance
High minority = higher than 50% average non-white student enrollment
High poverty = over 50% student enrollment participating in the free and reduced-priced lunch program
Low student performance = lowest 25% on student achievement test
Our Focus on High-Need Schools
Previous Research Tells Us
• 96.3 percent of U. S. public school districts use a single salary schedule (Schools and Staffing Survey data, National Center for Education Statistics, 2002)
• Teacher skills and knowledge are a better predictor of teacher effectiveness than years experience and education level (Odden & Kelley, 2002)
• On average, rural teachers’ salaries are $250 to $10,400 less than other teachers’ salaries (Reeves, 2003)
Previous Research Tells Us
• High-need schools have teacher resource deficits, including fewer teachers with graduate degrees, more inexperienced teachers, fewer state certified teachers, and less money allocated for these teachers’ salaries (Betts, Rueben, & Danenberg, 2000; Collins, 2003; Goldhaber & Brewer, 2000; Lankford, Loeb, & Wyckoff, 2002; Roza, Miles, & Foley, 2003)
Previous Research Tells Us
• Teacher salaries in high poverty and high minority schools in California are significantly less than in wealthy schools and those with predominantly white student enrollment (Education Trust-West, 2005)
• Link between teacher salaries, experience, education, or certification and student achievement is unclear, with conflicting findings suggesting positive, negative, and non-significant relationships (Hanushek, Kain, & Rivkin, 1999; Milanowski & Kimball, 2005; Rowan, Correnti, & Miller, 2002)
Data Sources
• Federal National Center for Education Statistics, Common Core Data
• Federal Census Bureau data
• State education agency data (teacher, school, district, fiscal, and student achievement)
• State teacher certification licensing agency data
Who Did We Study
Regular, independent public schools with 4th and 8th grade achievement test results in reading and math
School data Arkansas Louisiana Texas
Number of schools 914 1,033 4,671
Percent of urban schools 19 30 44
Percent of suburban schools 28 36 34
Percent of rural schools 53 34 22
Percent of students FRPL (free/reduced lunch) 55 68 55
Percent of schools >50% FRPL 60 77 57
Student race/ethnicity (%)
White 73 47 43
African American 22 50 13
Asian .5 1 2
American Indian .5 1 <1
Hispanic 4 2 41
Achievement tests 2002-2003Benchmark
2002-2003LEAP-21
2001-2002TAAS
Who Did We Study
Teachers providing core subject classroom instruction at least 75% time and only at one school
Teacher characteristic data Arkansas Louisiana Texas
Number of teachers in study 22,186 19,379 150,248
Percent of teachers with master’s degree or above 33 25 21
Average years of teacher experience 13 13 12
Percent of teachers with 0-2 years experience 17 15 22
Percent of teachers with standard certification 95 95 75
Percent of teachers with alternative certification 5 2 9
Percent of female teachers 87 90 87
Percent of minority teachers 11 27 30
Teacher Salary DataTeacher salary data Arkansas Louisiana Texas
Average teacher salary 36,380 34,695 39,102
Average rural teacher salary 33,911 33,776 36,185
% Rural public schools 53 34 22
% Students enrolled in rural schools 40 28 12
Average urban teacher salary 39,999 35,600 40,106
% Urban public schools 19 30 44
% Students enrolled in urban schools 25 33 52
Average suburban teacher salary 36,734 34,695 38,785
% Suburban public schools 28 36 34
% Students enrolled in suburban schools 35 39 36
Teacher Experience and Education in Relation to Teacher Salary
• High student poverty and minority associated with low
salaries
• Education and experience important components of
salary
• Certified teachers made higher base salaries than
uncertified teachers
• Salaries basically follow single salary schedule in all
three states
Teacher Experience, Education, and Salary in High-Need Schools Compared to Other Schools
Arkansas Louisiana Texas
High-need schoolcharacteristics
Lowerteachersalary
Lowerteacher
education
Lowerteachersalary
Lowerteacher
education
Lowerteachersalary
Lowerteacher
education
High studentpoverty
3 3 3 3
High studentminority
3 3
Rural location 3 3 3 3
Low studentachievement inmath
3 3 3 3
Teacher Resources and Student Achievement
For 8th grade math achievement:
• In all three states, prior math achievement and student
demographics are important predictors
• In Arkansas and Louisiana, teacher resources (such as
salary, education, experience, and certification) do not
play much of a role
• In Texas, teacher salary and traditional routes to
certification are likely to tell you about student
achievement
For Further Information
Celeste Alexander [email protected] ext. 335Debra Hughes Jones [email protected] ext. 223Diane Pan [email protected] ext. 212Zena Rudo [email protected] ext. 284
SEDL’s policy research reports can be accessed at:http://www.sedl.org/rel/pr_resources.html
Southwest Educational Development Laboratory476-6861 or 1-800-476-6861
www.sedl.org