a (des)propósito... com propósito.. como se pode perceber pelas questões colocadas...! é claro que por cá as coisas não funcionam [bem] assim... mas [lá] teremos que pensar nestas questões... com [evidente] 'ponderação'...!

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1. Affluent schools are spending more for their teachers -- but they aren't getting better results. We know from research by Marguerite Roza and others that low-poverty schools tend to employ older, and thus more expensive, teachers than their poorer counterparts. We all know the system features that enable this to happen -- seniority bumping rights, a single salary schedule, etc. But these older, more expensive teachers aren't getting stronger value-added gains than their younger, less expensive peers. This is more evidence that the teacher qualifications we can measure (and for which our salary schedule pays extra) -- degrees, years of experience, etc. -- are not related to effectiveness.
2. Affluent schools might be getting less value added by choice. It's perfectly reasonable for educators and parents in affluent, high-achieving schools to trade-off sky-high math and reading scores (and/or test score gains) for other values, like more time for art, music, science, history, and P.E.
3. A focus on "redistributing effective teachers" from affluent to poor schools seems misguided, or worse. It turns out that effective (and ineffective) teachers are everywhere. Which means that we should push the pause button on efforts to move teachers from one kind of school to another -- efforts that many reform groups want embedded in the next Elementary and Secondary Education Act.

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aqui.