School Finance and Teacher Quality

Margaret L. Plecki is Associate Professor in the Area of Educational Leadership and Policy Studies at the University of Washington, Seattle. Her teaching and research activities focus on school finance, the economics of education, and education policy evaluation. Her experience in education includes 15 years of service as a special education teacher, a staff development specialist, and a public school administrator. She has also worked in the private sector as a management consultant. She earned her Ph.D. from the University of California, Berkeley. Currently, she is working on studies of the relationships between resource allocation practices, teaching quality, and student achievement. She is Deputy Director of the Center for the Study of Teaching and Policy, and is Principal Investigator for a study of the conditions of teaching in Washington State. Marge has been an active member of AEFA since 1989 and served on the AEFA Board of Directors from 1999–2002., David H. Monk is professor of educational administration and dean of the College of Education at The Pennsylvania State University. He earned his Ph.D. in 1979 at the University of Chicago and was a member of the Cornell University faculty for 20 years. He has also taught in a visiting capacity at the University of Rochester and the University of Burgundy in Dijon, France. Monk is the author of Educational Finance: An Economic Approach (1990); Raising Money for Education: A Guide to the Property Tax (1997) (with Brian O. Brent); and Cost Adjustments in Education (2001) (with William J. Fowler, Jr.) in addition to numerous articles in scholarly journals. He is a co-editor for Leadership and Policy in Schools and serves on the editorial boards of The Economics of Education Review, The Journal of Education Finance, Educational Policy, and the Journal of Res

• Chapter 1 School Finance and Teacher Quality: Exploring the Connections, Margaret L. Plecki, David H. Monk; Teacher Recruitment, Induction, and Retention; Chapter 2 Recruitment, Induction, and Retention of Academically Talented Urban School Teachers: Evidence from New York City, Christopher Roellk, Tom Meyer; Chapter 3 The Impact of Teacher Turnover on Teacher Quality: Findings From Four States, Neil D. Theobald, Sabrina W.M. Laine; Chapter 4 Understanding Teacher Labor Markets: Implications for Educational Equity, Don Boyd, Hamp Lankford, Susanna Loeb, Jim Wycoff; Professional Development; Chapter 5 Rethinking District Professional Development Spending to Support School Improvement: Lessons From Comparative Spending Analysis, Karen Hawley Miles; Chapter 6 The Incidence and Impact of Teacher Professional Development: Implications for Education Productivity, Jennifer King Rice; Chapter 7 Examining Investments in Teacher Professional Development: A Look at Current Practice and a Proposal for Improving the Research Base, David H. Monk, Margaret L. Plecki, Kieran M. Killeen; Finance, Equity and Teacher Quality; Chapter 8 Class-Size Reduction and Teacher Quality: Evidence From California, Jennifer Imazeki; Chapter 9 Organizing Schools for Student and Teacher Learning: An Examination of Resource Allocation Choices in Reforming Schools, Linda Darling-Hammond, Jon Snyder; Teacher Compensation and Teacher Unions; Chapter 10 An Early Assessment of Comprehensive Teacher Compensation Change Plans, Allan Odden; Chapter 11 Distributing The Pie: Allocating Resources Through Labor–Management Agreements, Julia E. Koppich;