Constraint and Variation: State Responses to a Federal Equity Mandate

• In Event: 68.035 - Federal Policy as Teacher Policy

Abstract

Purpose. This paper provides a descriptive and critical review of state plans, submitted to the federal government in 2016, to redress inequities in teacher distributions, based on coding of all fifty state plans. The aim is to identify strategies that are most often proposed, together with innovative approaches that may be less often mentioned.
Perspective. This analysis joins perspectives on policy with perspectives on equity. We adopt Green’s (1994) perspective on policy questions together with Kingdon’s (2003) use of March’s model of garbage can decision-making. And, we draw together multiple strands of analysis on equity to propose a broad framework that identifies the key elements of the teacher equity problem. The policy perspective helps us understand the federal mandate and likely responses to it. The equity perspective helps us appraise the strategies states are proposing to address the problems.
Method. This study combines a review of the literature bearing on problems of teacher distribution together with descriptive and analytic coding of state plans. All of the state documents have been double coded to yield both a record of initial differences in applying the codes and a consensus final coding of each plan. Initial coding has been entered on an excel spreadsheet and we also are using DeDoose to examine patterns in the coding.
Data. Each state has filed reports with the USED that are available online in their entirety. These reports follow a template established by USED that includes attention to data sources, conferral with constituency groups, root cause analysis, remedies, and evaluation. We are concentrating our analysis on the section of these reports that propose the strategies or actions that states propose in response to their analyses.
Results. As the paper’s title suggests, many states face significant constraints in what they are able to propose in addressing this critical equity problem. The “sweet spot” in many cases—strategies that are at once politically feasible, affordable, and powerful—is small. But considered as a whole, there is substantial variety in state offerings such that at least some of what states are considering may yield progress on this issue.
Significance. Inequality is stitched into the fabric of our educational system, touching on many aspects that limit the educational opportunities of children. Access to qualified teachers and teaching is surely one important aspect of this general problem. A large body of research has accumulated that defines features of the problem, implicating teacher preparation, recruitment, support, and retention; administrative practice and leadership; and other aspects. Some research also has begun to evaluate strategies to address these problems. In particular, economists have explored the effects of incentives of various kinds. But we argue that greater attention now must center on how policies and practices at state and local levels might begin to effect a fairer distribution of teachers. The state plans constitute one set of data for appraising the remedies being proposed. We intend with our analysis to contribute to the policy discourse on this issue, pointing toward more meaningful interventions.

Green, T. F. (1994). Policy questions: A conceptual study. Education Policy Analysis Archives, 2(7).

Kingdon, J. W. (2003). Agendas, alternatives, and public policies. Longman Pub Group.

Authors

• Gary Sykes, Educational Testing Service

• Kacy Martin, Michigan State University