Many people recognize inequity in educational resource allocation as a problem. It has been suggested this inequity stems from the consolidation of experienced teachers in low-poverty schools and higher teacher turnover rates at high-poverty schools. This paper uses an ordinary least-squares (OLS) regression to examine the relationship between school-level expenditures excluding teacher salary, and teacher turnover in New York City. The results of the analysis suggest that these expenditures have a statistically significant association with teacher turnover, and that, for the majority of them, increased spending is associated with less teacher turnover. The results also suggest that increased spending is associated with a higher level of teacher satisfaction, though the significance of this association is less consistent. These results could have policy implications for education researchers and practitioners concerned with improving fiscal equity through decreased turnover in high-poverty schools.
|Advisor:||Gordon, Nora E.|
|Department:||Public Policy & Policy Management|
|School Location:||United States -- District of Columbia|
|Source:||MAI 52/06M(E), Masters Abstracts International|
|Subjects:||Education finance, Education Policy, School administration|
|Keywords:||Expenditures, New York City, Salary, School-level, Teacher, Turnover|
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