The Qualifications and Classroom Performance of Teachers Moving to Charter Schools

Autor/in	Carruthers, Celeste K.
Titel	The Qualifications and Classroom Performance of Teachers Moving to Charter Schools
Quelle	In: Education Finance and Policy, 7 (2012) 3, S.233-268 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00067
Schlagwörter	Teacher Effectiveness; Credentials; Charter Schools; School Choice; Urban Schools; Teacher Qualifications; Trend Analysis; Educational Trends; Teacher Recruitment; Academic Achievement; Faculty Mobility; North Carolina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Studienbuch; Charter school; Charter-Schule; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrqualifikation; Trendanalyse; Bildungsentwicklung; Lehrerrekrutierung; Schulleistung
Abstract	Do charter schools draw good teachers from traditional, mainstream public schools? Using a thirteen-year panel of North Carolina public schoolteachers, I find that less qualified and less effective teachers move to charter schools, particularly if they move to urban schools, low-performing schools, or schools with higher shares of nonwhite students. It is unclear whether these findings reflect lower demand for teachers' credentials and value added or resource constraints unique to charter schools, but the inability to recruit teachers who are at least as effective as those in traditional public schools will likely hinder charter student achievement. (Contains 23 footnotes, 3 figures, and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10