Do External Support Providers Distribute Resources and Expertise Equitably?

• In Event: Systemic Issues in Educational Improvement

Abstract

This paper explores the role that external support providers play in helping to improve K-3 reading outcomes in schools. It focuses on a comparison of support providers working directly with students and those working with teachers or with both teachers and students. The analysis highlights differences in the goals and services provided, the literacy research and expertise drawn upon, and whether schools in underserved communities are served equitably. The findings show that schools with higher percentages of underserved students are more likely to partner with multiple providers and with support providers working directly with students and suggests that schools with different populations of students may be getting access to different kinds of resources, support, and expertise.

Authors

• Thomas C. Hatch, Teachers College

• Meesuk Ahn, SUNY College at Old Westbury

• Daniel E. Ferguson, George Mason University

• Alyson Rumberger, Teachers College, Columbia University