Expenditures on the professional development of teachers: The case of Minnesota

Nicola A. ALEXANDER, Sung Tae JANG

Research output: Contribution to journalArticles

Abstract

We examined professional development spending among Minnesota school districts and explored: (1) the level and variation in spending among districts; (2) associations between expenditures on professional development and district characteristics, including ethnic divergence between faculty and students; and (3) associations between professional development spending, district context, and student outcomes. We found that, on average, district policymakers in Minnesota spent $1,438 for each teacher’s professional development, devoted 1% of their operational expenditures to that endeavor, and contributed $15 to the development of each teacher for every $100 expended per student. Bigger districts tended to expend more dollars on the professional development of their teachers, but spending levels were not significantly associated with student outcomes. While the number of students served is significantly associated with expenditures on professional development, the “need” for professional development as measured by the ethnic divergence between faculty and students was not significantly associated with spending on professional development. However, the ethnic divergence between faculty and students within the district were significantly and negatively associated with student outcomes. Copyright © 2019 University of Illinois Press. All rights reserved.
Original languageEnglish
Pages (from-to)385-404
JournalJournal of Education Finance
Volume44
Issue number4
Publication statusPublished - 2019

Citation

Alexander, N. A., & Jang, S. T. (2019). Expenditures on the professional development of teachers: The case of Minnesota. Journal of Education Finance, 44(4), 385-404.

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