A Little Representation Goes a Long Way: Minority Teacher Representation and District Performance in a Highly Homogenous Context
Michael R. Ford ()
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Michael R. Ford: University of Wisconsin Oshkosh
Public Organization Review, 2022, vol. 22, issue 3, No 11, 705 pages
Abstract In this article data from Wisconsin school districts is used to test and expand upon the theory of representative bureaucracy. The author first develops a metric measuring representativeness, and then uses three years of data to test the link between representativeness and school district performance. The analysis reveals that school districts with more representative teaching staffs exhibit higher levels of student performance. The results illustrate the link between representation and performance, the need for a broader conceptualization of minority when studying representation, and the potential benefits of representation for non-minority populations.
Keywords: Representative bureaucracy; Minority teachers; Public performance (search for similar items in EconPapers)
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