New Report: School Staffing Inequities for Low-income students
Posted by on July 29, 2005
IMPROVING STAFFING FOR LOW-INCOME AND MINORITY STUDENTS
A new report by the Learning First Alliance (LFA) — a permanent partnership of 12 national education associations — offers a framework for ensuring the nation’s neediest students access to effective teachers and school leaders. The report documents serious school staffing inequities, finding that our nation’s poor and minority students are least likely to have access to the best teachers and administrators. In response, the report’s central framework lays out a comprehensive set of actions to solve the staffing problem. This framework offers a systemic set of actions for addressing a long-standing problem: Our most vulnerable students, those in high-poverty, low-performing schools, are far less likely than their wealthier peers to attend schools with the most qualified teachers, administrators, and other school staff. The result of wide-ranging research, decades of collective experience, and sustained conversation between the leaders and staff of LFA member organizations, the Framework is intended to guide the efforts of LFA organizations and their affiliates as they work together to ensure all students access to highly effective educators. In addition, it offers a shared vocabulary and vision to help other stakeholders understand the roles they can play in this important work.
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