State Policy and District Implementation of the Literacy Coach Allocation and Qualifications in Florida

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Allocating Resources for Success and Equity: Examinations of Funding Policies and Implementation

Abstract

This study examined (1) how the state policy on literacy coaches specified the funding, coach
allocation, and qualifications, (2) how districts implemented the state policy, and (3) how the
level of district implementation is associated with student achievement in English Language Arts
(ELA). We found a major variation across 67 Florida districts in the use of funding for literacy
coaches, number of coaches and teacher-coach ratio, and qualifications required for coaches. The
districts that invested a larger proportion of reading allocation for literacy coaches and had a
smaller teacher-coach ratio had higher ELA achievement and greater achievement gains, but
coach qualifications were not significantly associated with these measures. Policy implications
are discussed based on these findings.

Authors

• Alexander James Moran, Florida State University

• Motoko Akiba, Florida State University