New Schools, New Students, New Teachers: Evaluating the Effectiveness of Charter Schools

Autor/in	Carruthers, Celeste K.
Titel	New Schools, New Students, New Teachers: Evaluating the Effectiveness of Charter Schools
Quelle	In: Economics of Education Review, 31 (2012) 2, S.280-292 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.06.001
Schlagwörter	Charter Schools; Middle Schools; Teacher Persistence; Reading Achievement; Faculty Mobility; Faculty Development; School Holding Power; School Effectiveness; Program Evaluation; Mathematics Achievement; Achievement Gains; Institutional Characteristics; Educational Development; Educational Trends; Trend Analysis; Comparative Analysis; School Choice; Human Capital; North Carolina + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Middle school; Mittelschule; Mittelstufenschule; Leseleistung; Schuleffizienz; Programme evaluation; Programmevaluation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Bildungsentwicklung; Trendanalyse; Choice of school; Schulwahl; Humankapital
Abstract	It is widely acknowledged that charter schools tend to have less experienced teachers and higher teacher turnover, but to date, little effort has been made to identify the contribution of faculty experience and retention to overall charter effectiveness. I do so using a twelve-year panel of charter and mainstream student achievement in North Carolina, focusing on the state's middle schools. Indeed, new charter schools had twice the rate of new teachers as new mainstream schools, as well as lower rates of faculty retention. Consistent with past research, I find significant returns to charter school age in terms of math and reading achievement, and I rule out the possibility that charter maturation was driven by higher-achieving students selecting into older schools. Faculty development explains, at best, a small share of the observed maturation over the initial years of charter schools' operation. Charters of all ages were relatively ineffective at improving math achievement, but were on par with mainstream schools at improving reading achievement by their sixth year of operation. (Contains 5 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10