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Raising Student Achievement Through the Equitable Distribution of Teachers

Research | Policy Resources | Practice

Ahluwalia, M. (2005, December). How much should schools pay for teachers? Catalyst Chicago, XVII(4), 11, 15. Retrieved March 6, 2006, from;=25.

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2004). Analyzing the determinants of the matching of public school teachers to jobs: Estimating compensating differentials in imperfect labor markets. Albany, NY: Teacher Policy Research. Retrieved February 27, 2006, from 1/pdfs/Matching_of_Public_School_Teachers_to_Jobs.pdf

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers' preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113–132. Retrieved February 27, 2006, from 1/pdfs/The_Draw_of_Home_%28JPAM%29.pdf

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. (2003). Who teaches whom? Race and the distribution of novice teachers. Durham, NC: Sanford Institute of Public Policy, Duke University. Retrieved February 27, 2006, from

Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the "highly qualified teacher" challenge. Education Policy Analysis Archives, 11(33). Retrieved February 27, 2006, from

Education Law Center. (2004). Complaint to the Office for Civil Rights concerning teacher distribution in the Philadelphia school district. Philadelphia: Author. Retrieved February 27, 2006, from

The Education Trust. (2000). Honor in the boxcar: Equalizing teacher quality. Thinking K–16, 4(1),1–2. Retrieved February 27, 2006, from E0A47827-6FA9-4BAD-A157-60ABB852F51A/0/k16_spring2000.pdf

The Education Trust–West. (2005). California's hidden teacher spending gap: How state and district budgeting practices shortchange poor and minority students and their schools. Oakland, CA: Author. Retrieved February 27, 2006, from

Epstein, K. K. (2005). The unreported consequences of regulations which claim to create "highly qualified" teachers. Teachers College Record, 107(2).

Futernick, K. (2003). TQI: A teacher qualification index for California's schools. Retrieved February 27, 2006, from

Goe, L. (2002). Legislating equity: The distribution of emergency permit teachers in California. Education Policy Analysis Archives, 10(42). Retrieved February 27, 2006, from

Guin, K. (2004). Chronic teacher turnover in urban elementary schools. Education Policy Analysis Archives, 12(42). Retrieved February 27, 2006, from

Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research.

Haycock, K. (2002/2003). Toward a fair distribution of teacher talent. Educational Leadership, 60(4), 11–15.

Hirsch, E. (2001). Teacher recruitment: Staffing classrooms with quality teachers. Denver, CO: State Higher Education Executive Officers. Retrieved February 27, 2006, from

Hirsch, E. (2005). Teacher working conditions are student learning conditions: A report to Governor Mike Easley on the 2004 North Carolina teacher working conditions survey. Chapel Hill, NC: Southeast Center for Teaching Quality. Retrieved February 27, 2006, from

Humphrey, D. C., Koppich, J. E., & Hough, H. J. (2005). Sharing the wealth: National Board certified teachers and the students who need them most. Education Policy Analysis Archives, 13(18). Retrieved February 27, 2006, from

Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E., & Donaldson, M. L. (2004). The support gap: New teachers' early experiences in high-income and low-income schools. Educational Policy Analysis Archives, 12(61). Retrieved February 27, 2006, from

Keller, B. (2005). Conferees mull best uses of NBPTS teachers. Education Week, 24(28), 3, 15.

Levin, J., Mulhern, J., & Schunck, J. (2005). Unintended consequences: The case for reforming the staffing rules in urban teachers union contracts. New York: The New Teacher Project. Retrieved February 27, 2006, from TNTP%20Unintended%20Consequences.pdf

National Commission for Teaching and America's Future. (2002). Unraveling the "teacher shortage" problem: Teacher retention is the key. Washington, DC: Author. Retrieved February 27, 2006, from text_files/teacher_retentionsymposium.pdf

National Partnership for Teaching in At-Risk Schools. (2005). Qualified teachers for at-risk schools: A national imperative. Washington, DC: Author. Retrieved February 27, 2006, from

Presley, J. B., & White, B. R., & Gong, Y. (2005). Examining the distribution and impact of teacher quality in Illinois(IERC 2005-2). Edwardsville, IL: Illinois Education Research Council. Retrieved February 27, 2006, from Teacher%20Quality%20IERC%202005-2.pdf

Rotherham, A. (2005, March 30). Credit where it's due. Education Week. Retrieved February 27, 2006, from

Roza, M., & Hill, P. T. (2004). How within-district spending inequities help some schools to fail. In D. Ravitch (Ed.), Brookings Papers on Education Policy: 2004 (pp. 201–228). Washington, DC: Brookings Institution Press. Retrieved February 27, 2006, from

Roza, M., Evans, D. J. (2005, February). Many a slip 'tween cup and lip: District fiscal practices and their effect on school spending. Prepared for the Aspen Institute Congressional Program: The Challenge of Education Reform: Standards, Accountability, Resources and Policy, Aspen, CO. Retrieved February 27, 2006, from Roza_AspenInstitute.pdf

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Webcast Schedule of Events:

Pre-Webcast Presentations—March 27, 2006
In preparation for the live, interactive Webcast, participants are invited to view online presentations that outline the issues or problems relating to equitable distribution of teachers. Presentations from three experts will be available, representing research, policy, and practice perspectives, beginning March 27, 2006.

Live Webcast—March 30, 2006
On March 30, beginning at 2 p.m. EST, three experts will explore promising solutions to the challenges associated with the equitable distribution of teachers. As with the pre-Webcast presentations, the experts will represent research, policy, and practice perspectives.

Online Discussion Forum—March 30-31, 2006
Immediately following the Webcast, participants will be able to log into an online discussion forum to dialogue with the panelists and other participants on this topic. The online discussion forum will be active until 5:00 EST on March 31, 2006.

Funding provided by the National Comprehensive Center for Teacher Quality. Views and opinions expressed by participants of the Webcast or in the accompanying readings are not to be interpreted as the views of the funding agency or its partner organizations.



Learning Point Associates Education Commission of the States Educational Testing Services Vanderbilt University