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Using administrative data for all North Carolina public schools from 2007–2008 through 2015–2016, the analysis measures personnel allocation, tracks changes in support personnel ratios during shifting state funding, and evaluates how these resources reach high-poverty and high-minority schools. Results show districts concentrate support staff in high-need schools, but the compensatory pattern narrows over time and varies by school level.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/understanding-the-allocation-of-student-support-personnel-in-public-schools-read-online-free/589937/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/understanding-the-allocation-of-student-support-personnel-in-public-schools-read-online-free/589937.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What types of student support personnel does the study analyze?","Question",{"text":63,"@type":64},"The study analyzes school counselors, psychologists, and social workers and how they are allocated across public schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What data and time span are used to measure support personnel ratios?",{"text":68,"@type":64},"It uses statewide administrative data for all North Carolina public schools covering the 2007–2008 through 2015–2016 school years.",{"name":70,"@type":61,"acceptedAnswer":71},"What major finding is reported about support personnel concentration in high-need schools?",{"text":72,"@type":64},"Districts concentrate support personnel in high-need schools, but this compensatory pattern becomes narrower over time.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589937,1792208710,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nOctober-December 2019, Vol. 5, No. 4, pp. 1–17 DOI: 10. 1177/2332858419890322  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nUnderstanding the Allocation of Student Support Personnel  \nin Public Schools  \nKevin C. Bastian  \nPatrick Akos  \nThurston Domina  \nMegan Griffard  \nUniversity of North Carolina at Chapel Hill  \nIn this study, we extend research on the allocation of educational resources to an underdeveloped domain—the distribution of counselors, psychologists, and social workers (i.e., support personnel) to schools. Using administrative data for all North Carolina public schools in the 2007–2008 through 2015–2016 school years, we measure the allocation of support personnel to schools, track secular changes in support personnel ratios during a period in which state budgetary provisions contracted and expanded, and assess the distribution of support personnel to high-poverty and high-minority schools. We calculate more accurate support personnel ratios and show that trends in support personnel ratios differ across school levels. We find that districts concentrate support personnel in high-need schools, however, this compensatory pattern is narrowing over time. Our findings call for further research on the allocation of support personnel and charge states/districts to calculate more accurate and granular support personnel ratios to inform decision making.  \nKeywords: counseling, descriptive analysis, educational policy, equity, finance, regression analyses, school psychology  \nIntroduction  \nFor decades, education researchers have examined the allocation of resources to schools and have assessed whether those resources are distributed in ways that may compensate for or compound inequalities between high-need students and their more advantaged peers (Augenblick, Myers, & Anderson, 1997; Boozer & Rouse, 2001; Card & Payne, 2002; Clotfelter, Ladd, & Vigdor, 2005; Goldhaber, Lavery,& Theobald, 2015; Lankford, Loeb, & Wyckoff, 2002; Murray, Evans, & Schwab, 1998) . For example, in response to school finance litigation in the 1970s–1990s, a large body of scholarship has examined adequacy and equity in school funding (Card & Payne, 2002; Evans, Murray, & Schwab, 1997). Likewise, given the importance of teachers to student outcomes, a more recent body of scholarship has examined the distribution of better-credentialed and highly effective teachers to low-income and minority students (Goldhaber et al., 2015; Kalogrides, Loeb, & Beteille, 2013) . Overall, this body of research has returned two key findings. First, educational resources are often distributed in ways that may compound inequalities between students. That is, on average, low-income, minority, and lower performing students attend schools with fewer financial resources and with fewer high-quality teachers (Goldhaber et al., 2015; Murray et al., 1998) . Second, if allocated toward effective inputs, additional funding can benefit short- and long-term student  \noutcomes (Henry, Fortner, & Thompson, 2010; Jackson, 2018; Jackson, Johnson, & Persico, 2016) .  \nWithin the body of research on resource allocation, student support personnel (i.e., school counselors, psychologists, and social workers) are an emerging focus area. Support personnel attend to student needs that are often beyond the purview of classroom curriculum and instruction and recent studies show that support personnel benefit students’ socialemotional and academic development, especially in schools with higher concentrations of low-income and minority students (Carey & Dimmitt, 2012; Castleman & Goodman, 2018; Cholewa, Burkhardt, & Hull, 2015; Lapan, Whitcomb,& Aleman, 2012; Reback, 2010; Woods & Domina, 2014) . States and school districts have an obligation to adequately staff schools with support personnel and to e","cbCailvESr5kRQYT","https://ap.wps.com/l/cbCailvESr5kRQYT","pdf",1228898,17,"English","# Introduction\n## Research Questions\n## Data and Methods\n## Contributions and Key Findings","[{\"question\":\"What types of student support personnel does the study analyze?\",\"answer\":\"The study analyzes school counselors, psychologists, and social workers and how they are allocated across public schools.\"},{\"question\":\"What data and time span are used to measure support personnel ratios?\",\"answer\":\"It uses statewide administrative data for all North Carolina public schools covering the 2007–2008 through 2015–2016 school years.\"},{\"question\":\"What major finding is reported about support personnel concentration in high-need schools?\",\"answer\":\"Districts concentrate support personnel in high-need schools, but this compensatory pattern becomes narrower over time.\"}]","Understanding the Allocation of Student Support Personnel in Public Schools - read online free | PDF",1792068437,43]