School & District Management Report Roundup

How Educators Fill Classroom Equity Gaps

By Madeline Will — November 29, 2016 1 min read

An overwhelming majority of educators agree that equity in education should be a national priority—but in the meantime, teachers and principals report dipping into their own pockets to help fill in the gaps.

Scholastic, the education publishing company, surveyed 4,721 public school educators—a nationally representative pool made up of 3,694 teachers (including 76 school librarians) and 1,027 principals—over the summer for its report. Teachers and principals largely say that their students in both high- and low-poverty schools face barriers to learning that come from outside the school environment. To meet the personal needs of students, and to supplement classroom resources to enhance learning, teachers and principals feel obligated to use their own money.

What do teachers buy for their classes?

14 RR Plugger c1s

Source: Scholastic

On average in the past year, the teachers spent $530 of their own money on classroom items. Teachers in high-poverty schools spent nearly 40 percent more—an average of $672.

Principals spent an average of $683 of their own money over the same period to pay for classroom or student supplies, and for principals in high-poverty schools, that figure increased to $1,014.

Just 46 percent of teachers in high-poverty schools receive discretionary funds from their school, district, or parent-teacher organizations, compared with 61 percent of those in low-poverty schools.

A slight majority of teachers (56 percent) have bought their own books for their classroom. A majority of teachers—54 percent—say they need culturally relevant books. Teachers also want recently published books, books with diverse characters, books in languages other than English, and nonfiction books.

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Future of Work Webinar
Digital Literacy Strategies to Promote Equity
Our new world has only increased our students’ dependence on technology. This makes digital literacy no longer a “nice to have” but a “need to have.” How do we ensure that every student can navigate
Content provided by Learning.com
Mathematics Online Summit Teaching Math in a Pandemic
Attend this online summit to ask questions about how COVID-19 has affected achievement, instruction, assessment, and engagement in math.
School & District Management Webinar Examining the Evidence: Catching Kids Up at a Distance
As districts, schools, and families navigate a new normal following the abrupt end of in-person schooling this spring, students’ learning opportunities vary enormously across the nation. Access to devices and broadband internet and a secure

EdWeek Top School Jobs

Speech Therapists
Lancaster, PA, US
Lancaster Lebanon IU 13
Elementary Teacher
Madison, Wisconsin
One City Schools

Read Next

School & District Management Opinion A Road Map for Education Research in a Crisis
Here are five basic principles for a responsible and timely research agenda during the COVID-19 pandemic.
Robin J. Lake
4 min read
Two opposing sides reaching out to work together
J.R. Bee for Education Week
School & District Management 1,000 Students, No Social Distancing, and a Fight to Keep the Virus Out
A principal describes the "nightmare" job of keeping more than 1,000 people safe in the fast-moving pandemic.
4 min read
Dixie Rae Garrison, principal of West Jordan Middle School, in West Jordan, Utah.
Dixie Rae Garrison, principal of West Jordan Middle School in West Jordan, Utah, would have preferred a hybrid schedule and other social distancing measures.
Courtesy of Dixie Rae Garrison
School & District Management A School Leader Who Calls Her Own Shots on Battling the Coronavirus
A charter school founder uses her autonomy to move swiftly on everything from classroom shutdowns to remote schooling.
3 min read
Nigena Livingston, founder and head of School at the URBAN ACT Academy in Indianapolis, Ind.
Nigena Livingston, founder and head of school at the URBAN ACT Academy in Indianapolis, makes swift decisions in responding to the threat of COVID-19 in her school community.
Courtesy of Nigena Livingston
School & District Management A COVID-19 Lull Gives Way to ‘Borderline Insanity’
When the number of cases started to rise steeply, a school community hammered out a routine. Then a basketball player tested positive.
3 min read
Andy McGill, K-12 assistant principal at West Liberty-Salem Local School District in West Liberty, Ohio.
Andy McGill, K-12 assistant principal at West Liberty-Salem Local School District in Ohio, includes coronavirus response among his administrative duties.
Courtesy of Andy McGill