Teacher Value-Added in Charter Schools and Traditional Public Schools. Working Paper 183

Autor/inn/en	Ozek, Umut; Carruthers, Celeste; Holden, Kristian
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Teacher Value-Added in Charter Schools and Traditional Public Schools. Working Paper 183
Quelle	(2018), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Competencies; Public Schools; Charter Schools; Value Added Models; Poverty; Academic Achievement; Comparative Analysis; Teacher Characteristics; Teaching Experience; Educational Attainment; Teacher Effectiveness; Productivity; Teacher Influence; Educational Policy; Teaching Methods; Urban Schools; School Effectiveness; Achievement Tests; Standardized Tests; State Standards; Scores; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Lehrkunst; Public school; Öffentliche Schule; Charter school; Charter-Schule; Armut; Schulleistung; Bildungsabschluss; Bildungsgut; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Produktivität; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schuleffizienz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	In this study, we compare the teacher quality distributions in charter schools and traditional public schools, and examine mechanisms that might explain cross-sector differences in teacher effectiveness as measured by teacher value-added scores using school and teacher level data from Florida. We have three main findings. First, we find that teachers working in above-average poverty charter schools have significantly higher value-added scores compared to traditional public school teachers working in similar settings, which is mainly driven by the right tail of the value-added score distribution, yet we find no such differences in below-average poverty settings. Second, we find that cross-sector differences in observed teacher characteristics such as experience and educational attainment fail to explain any of the observed gaps in teacher effectiveness in higher-poverty settings. Instead, we find that differences in returns to experience on teacher productivity, which is significantly higher in the charter sector, explains most of the observed cross-sector effectiveness gaps. Third, we find considerable differences in teacher support and teacher influence on instructional policies and practices between charter schools and traditional public schools, which might help explain the higher returns to experience on teacher effectiveness as well as the observed effectiveness gaps between charter schools and traditional public schools serving disadvantaged students. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11