A Little Representation Goes a Long Way: Minority Teacher Representation and District Performance in a Highly Homogenous Context

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 performanc...

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Bibliographic Details
Published inPublic organization review Vol. 22; no. 3; pp. 691 - 705
Main Author Ford, Michael R.
Format Journal Article
LanguageEnglish
Published New York Springer US 01.09.2022
Springer Nature B.V
Subjects
Bureaucracy
Bureaucrats
Economic Policy
Education
Management
Minority teachers
Police departments
Political Science
Political Science and International Relations
Political Science and International Studies
Public Administration
Public Finance
Race
School districts
Students
Teaching
Minority teachers
Public performance
Representative bureaucracy
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Summary: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.
ISSN:1566-7170
1573-7098
DOI:10.1007/s11115-021-00535-3