School Characteristics and Coaching Access in U.S. Schools

• In Event: Unpacking Educational Dynamics: From School Characteristics to Equity-Driven Initiatives

Abstract

Although coaching is a prevalent professional development structure to support teaching and learning in US schools, little is known about the school characteristics that correlate with the presence of a literacy or mathematics coach in those schools. Using the nationally representative, restricted-use 2017 NAEP dataset for fourth and eighth grade, findings indicate that certain student populations are more likely to have access to a coach, and having one type of coach predicts having access to the other. These findings have implications for teachers and students regarding the equitable distribution of resources to support learning.

Authors

• Evthokia Stephanie Saclarides, University of Cincinnati

• Martha Makowski, University of Alabama

• Jen Munson, Northwestern University

• Kristin E. Harbour, University of South Carolina