The systematic review examined educational disparities in resource distribution in K-12 school settings in the United States and their impact on new teachers' professional growth. The review explored the challenges faced by new teachers due to unequal allocation of resources, particularly in schools with diverse racial compositions. It emphasizes the implications of state funding formulas on exacerbating or mitigating disparities, shedding light on the intricate relationship between resource distribution and teachers' perceptions of barriers in integrating educational resources (Kelly, 2021). The review underscores the longstanding concern over equity in K-12 education, highlighting the need to address disparities affecting the professional development of educators, especially those serving low-income and minority students (Welsh & Little, 2018). The project used three well-known databases: ERIC, JSTOR, and EBSCO. These platforms offer comprehensive access to educational resources and literature. From the 26 articles initially considered, seven scholarships were meticulously selected for analysis and further examination. The review focused on nationwide induction programs for new teachers, with emphasis on guidelines from the Center for Teaching Quality and the New Teacher Center, which influenced program design and implementation. Through an examination of the distribution of educational resources at the national level, the analysis reveals significant inequalities both within and between school districts, pointing to systemic challenges that impede the ability of new teachers to succeed in their roles.

Authors:
Lucy King, Syracuse University, United States

About the Presenter(s)
Lucy King ia a second-year doctoral student at Syracuse University's College of Education. Her research focuses on new K-12 teachers and how race, gender, and culture impact their professional experience in teacher education programs.

Connect on Linkedin
https://www.linkedin.com/in/lucy-winnie-king-4712a5171

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