Even at this early stage, however, the research verifies that CSR is having powerful effects on the state s school system, not all of them positive. The researchers also propose equity-related actions, such as creating incentives for good teachers to take and keep jobs at schools most in need of their expertise, adjusting the funding formula, and allowing schools flexibility in using CSR funds. Schools jumped at the opportunity. Many implemented at least at one grade level in the six weeks before the start of school, despite daunting problems of space and personnel. But despite strong enthusiasm among educators, parents, and the public, worries have surfaced about the trade-offs being made to find enough space and teachers and about whether all students would benefit equitably.
All students show similar gains, regardless of ethnicity, poverty level, or English fluency.
Decline in level of teacher preparation and experience. Between 1995 and 1997 the number of K-3 teachers increased by 23,500, or 38 percent. Of those, more than half had less than three years experience. Worsening of inequities. Moreover, the already weaker qualifications of teachers serving poor and minority students are now dramatically worse.