[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602433-105":59,"doc-detail-602433-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","funding-disparities-and-the-inequitable-distribution-of-teachers-evaluating-sources-and-solutions-602433","Funding Disparities and the Inequitable Distribution of Teachers - Evaluating Sources and Solutions","","The inequitable distribution of well-qualified teachers across U.S. schools remains acute despite federal mandates and incentives. This study evaluates how teacher quality becomes unevenly allocated by reviewing research and analyzing data on school funding, salaries, and teacher qualifications in California and New York. Results show both funding and teacher salaries are highly inequitable across and within states, with low-salary districts serving higher-need students and employing less qualified teachers, linked to higher turnover.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/funding-disparities-and-the-inequitable-distribution-of-teachers-evaluating-sources-and-solutions-602433/602433/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/funding-disparities-and-the-inequitable-distribution-of-teachers-evaluating-sources-and-solutions-602433/602433.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study evaluate about teacher quality distribution?","Question",{"text":112,"@type":113},"It examines how and why teacher quality is inequitably distributed by reviewing research and analyzing data on school funding, salaries, and teacher qualifications.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which states are analyzed in the study?",{"text":117,"@type":113},"California and New York are analyzed, as large states facing similar demographic and educational challenges.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship does the study find between teacher salaries and hiring/credentials?",{"text":121,"@type":113},"Using an elasticity analysis, it finds that increases in teacher salaries are associated with noticeable decreases in the proportions of newly hired, uncredentialed, or less well-educated teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602433,1792166362,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>epaa\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>aape |\n| --- | --- |\n|  | Arizona State University |\n| Volume 20 Number 37 November 19th, 2012 ISSN 1068-2341 |  |\n\nFunding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions  \nFrank Adamson and Linda Darling-Hammond  \nStanford University  \nUnited States  \nCitation: Adamson, F., & Darling-Hammond, L. (2012) Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. Education Policy Analysis Archives, 20(37) Retrieved [date], from [http://epaa.asu.edu/ojs/article/view/1053](http://epaa.asu.edu/ojs/article/view/1053)  \nAbstract: The inequitable distribution of well-qualified teachers to students in the United States is alongstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is inequitably distributed, by reviewing research and examining data on school funding, salaries, and teacher qualifications from California and New York—two large states that face similar demographic diversity and educational challenges. Using wage adjustments to control for cost of living differentials, we find that both overall school funding and teacher salary levels are highly inequitable both across and within states – generally exhibiting a ratio of 3 to 1 between high-and low-spending jurisdictions. Furthermore, low-salary districts serve students with higher needs, offer poorer working conditions, and hire teachers with significantly lower qualifications, who typically exhibit higher turnover. We find that districts serving the highest proportions of minority and low-income students have about twice as many uncredentialed and inexperienced teachers as do those serving the fewest. In an elasticity analysis, we find that increases in teacher salaries are associated with noticeable decreases in the proportions of teachers who are newly hired, uncredentialed, or less well educated. These teacher qualifications, in turn, are associated with student achievement, holding student characteristics constant. We review research on strategies that have been largely unsuccessful at addressing this problem, such as  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 11/26/2011  \nFacebook: /EPAAA Revisions received: 04/04/2012  \nTwitter: @epaa_aape Accepted: 05/05/2012  \nFunding disparities and the inequitable distribution of teachers 2  \n“combat pay” intended to recruit teachers to high need schools, suggesting that small bonuses might be productive if added to an equitable salary structure where working conditions are comparable, but may be inadequate to compensate for large differentials in salaries and working conditions. Wereview studies illustrating successful policy strategies in states that have taken a more systemic approach to equalizing salaries, raising teaching standards, and providing supports for teacher learning and school development. We recommend federal initiatives that could provide stronger supports and incentives for equalizing students’access to well-qualified and effective teachers, including equalizing allocations of ESEA resources across states, enforcing existing ESEA comparability provisions for ensuring equitable funding and equally qualified teachers to schools serving different populations of students, evaluating progress on resource equity in state plans and evaluations under the law, and requiring states to meet standards of resource equity – including the availability of well-qualified teachers – for schools identified as in need of improvement.  \nKeywords: teacher salaries, school funding, teacher qualifications, i","cbCaiewUtoTMbT42","https://ap.wps.com/l/cbCaiewUtoTMbT42","pdf",1345639,46,"English","# Funding disparities and inequitable teacher distribution\n## Research approach and data sources\n## Findings on funding, salaries, and teacher qualifications\n## Policy evaluations and recommendations","[{\"question\":\"What does the study evaluate about teacher quality distribution?\",\"answer\":\"It examines how and why teacher quality is inequitably distributed by reviewing research and analyzing data on school funding, salaries, and teacher qualifications.\"},{\"question\":\"Which states are analyzed in the study?\",\"answer\":\"California and New York are analyzed, as large states facing similar demographic and educational challenges.\"},{\"question\":\"What relationship does the study find between teacher salaries and hiring/credentials?\",\"answer\":\"Using an elasticity analysis, it finds that increases in teacher salaries are associated with noticeable decreases in the proportions of newly hired, uncredentialed, or less well-educated teachers.\"}]","Funding Disparities and the Inequitable Distribution of Teachers - Evaluating Sources and Solutions | PDF",1792094669,116]