Special Education Funding and Teacher Turnover

Autor/inn/en	Stock, Wendy A.; Carriere, Danielle
Titel	Special Education Funding and Teacher Turnover
Quelle	In: Education Economics, 29 (2021) 5, S.443-460 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2021.1914001
Schlagwörter	Special Education; Educational Finance; Financial Support; Enrollment; Labor Turnover; Teacher Persistence; Special Education Teachers; Probability; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation; Funding Formulas; Elementary Secondary Education; Teacher Characteristics; Teaching Conditions; Geographic Location; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsfonds; Finanzielle Förderung; Einschulung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Funding; Finanzierung; Lehrbedingungen; Unterrichtsbedingungen
Abstract	We exploit differences in state special education funding systems based on special education enrollment ('bounty systems') or on total student enrollment ('census systems') to assess whether funding systems impact teacher turnover, teacher specialty, special education enrollment, state education spending, average class sizes, and teacher effort. We find that census funding decreases special education enrollment and increases turnover among special education teachers. Relative to their counterparts, special education teachers are 5 percentage points more likely to move across schools and 18 percentage points more likely to switch to general education teaching after the implementation of census funding in their state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01