Equal Resources, Equal Outcomes? The Distribution of School Resources and Student Achievement in California

By Julia Betts, Kim S. Reuben, A. Danenberg. 2000

348 citations recorded by the source corpus.

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Citations in the corpus

Whose Language Counts as High Quality? Measuring Language Ideologies in Text Data Selection (2022, background): “Because a school’s access to resources is shaped by local income levels (Betts et al., 2000) and tied to student achievement (Greenwald et al., 1996), we expect schools in wealthier areas (relative to poorer areas) to produce newspaper content that is more similar to the formal, professional texts…”
Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field (2010, background): “…NC 27708 hladd@duke.edu Jacob L. Vigdor Sanford School of Public Policy Duke University Durham, NC 27708 jacob.vigdor@duke.edu c© 2011 Association for Education Finance and Policy 399 Downloaded from http://www.mitpressjournals.org/doi/pdfplus/10.1162/EDFP_a_00040 by guest on 16 May 2021”
How Teaching Conditions Predict Teacher Turnover in California Schools (2005, background): “7For evidence on the negative relation between teacher inexperience and student achievement, see Betts, Rueben, and Danenberg (2000); Goe (2002); and Kain and Singleton (1996).”
High School Socioeconomic Segregation and Student Attainment (2013, background): “Moreover, it is difficult to dispute the notion that low SEC schools tend to have lower levels of physical, human, and monetary resources such as quality facilities, qualified teachers, and funding (Betts et al., 2000).”
Teacher turnover and non-pecuniary factors (2003, background): “However, recent evidence provided by Betts et al. (2000) from California and Lankford et al. (2002) from New York State, suggests that teacher characteristics differ con- 24In the first case, the sample is reduced by 20%, and the marginal effects of the minority share, the special needs share, and…”
Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions. (2012, background): “(Betts, Rueben, and Danenberg, 2000, p. xxix-xxx) Similarly, Ron Ferguson’s findings about the importance of teacher expertise for student achievement led him to recommend that investments focus on districts’ capacity to hire high-quality teachers.”
Student Demographics, Teacher Sorting, and Teacher Quality: Evidence from the End of School Desegregation (2009, unknown): “…students move to higher-achieving schools - leaving high-poverty minority-majority districts with vacancies and unqualified instruction [Betts, Rueben and Danenberg (2000), Bohrnstedt and Stecher (1999); Lankford (1999), Lankford, Loeb and Wyckoff (2002); Hanushek, Kain and Rivkin…”