Analysis of Resource Allocation in Contrasting Teaching Policy Environments
David Monk, Pennsylvania State University
Margaret Plecki, University of Washington
This crosscutting analysis, drawn from the Core Study, explored issues related to the comparative costs and benefits of alternative policy strategies for enhancing the quality of teaching. The project combined conceptual and methodological work necessary to carry out embedded fiscal analyses of this sort, with analyses of (1) existing fiscal data sources and (2) new resource data (both quantitative and qualitative) that was being collected in the Core Study.
Main Research Questions
- What is the nature and level of investments made in teacher improvement policies from federal, state, and local sources?
- How are resources from multiple levels of the system and from multiple sources actually configured at the school level?
- What variation exists among states, districts, and schools regarding the allocation and use of resources targeted at improving teaching quality? What equity issues emerge from the study of these resource allocation practices?
- What are teachers' perceptions of what interferes with their ability to take full advantage of the resources that are available to support their teaching?
- What role do teaching policy strategies from federal, state, and district levels play in influencing the allocation and use of fiscal resources at the school level?
Document analysis, case study research, analyses of fiscal databases
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What School Districts Spend on Professional Development
Policy Brief 6, November 2002.