Understanding teacher labor markets: Implications for educational equity

Authors
Donald Boyd,
Hamilton Lankford,
Susanna Loeb,
James Wyckoff
Year of publication
2003
Publication
School Finance and Teacher Quality: Exploring the Connections, AEFA 2003 Yearbook
Editors
In D. Monk & M. Plecki (Eds.)
Education policymakers at both the state and federal level are struggling to identify ways to improve the academic achievement of public school students. Faced with the sub-standard academic performance of some student groups and the persistence of achievement discrepancies between certain racial, ethnic and socio-economic groups of students, policymakers' need for information to bridge the gap is at an all-time high. Concern over low student performance has a long history but has taken on new urgency in a time of dramatic increases in the availability of achievement data, frequent court cases on adequacy and equity and widespread calls for accountability. Recent research on student achievement suggests a strong link between teachers and student outcomes, though efforts to eliminate funding disparities within states still leave many schools comparatively short-changed in the qualifications of their teachers.

Suggested Citation:

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2003). Understanding teacher labor markets: Implications for educational equity. In D. Monk & M. Plecki (Eds.). School Finance and Teacher Quality: Exploring the Connections, AEFA 2003 Yearbook