Do charter schools alleviate the negative effect of teacher turnover?

2018 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Karlerik Naslund ◽  
Branco Ponomariov
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Teacher Turnover ◽  
Public School Districts ◽  
Theory And Practice ◽  
Labor Practices ◽  
Negative Effect ◽  
Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

scholarly journals Principalship Socialization in Charter Schools

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Marytza A. Gawlik
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Public Schools ◽  
Charter Schools ◽  
Future Research ◽  
Analytic Framework ◽  
Stepping Stone ◽  
School Year ◽  
Traditional Public Schools ◽  
Building Level

This study explores the ways in which charter schools manage principalship socialization of individuals as they move into principalship roles. The topic is important in the context of increasing concerns about the need for quality educational principalship and the pressure charter schools face to demonstrate higher levels of student achievement than traditional public schools. Data were collected from three charter elementary schools in Florida during the 2012–2013 school year. The results reveal variation among the schools with respect to preparation for principalship transitions and subsequent socialization. This study provides a conceptual/analytic framework that can serve as a foundation for future research, which should (1) highlight the practices associated with using socialization as a stepping stone to building-level principalship and (2) compare network-based and stand-alone charter schools with respect to principalship development.

Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools

2020 ◽  
Vol 49 (3) ◽  
pp. 161-175 ◽  
Author(s):  
Brian R. Fitzpatrick ◽  
Mark Berends ◽  
Joseph J. Ferrare ◽  
R. Joseph Waddington
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Charter Schools ◽  
English Language ◽  
The United States ◽  
Significant Heterogeneity ◽  
Negative Effects ◽  
Classroom Characteristics ◽  
Brick And Mortar ◽  
Virtual Charter Schools

As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and traditional public schools and whether characteristics of teachers and classrooms explain the observed impacts. We found that students who switched to virtual charter schools experienced large, negative effects on mathematics and English/language arts achievement that persisted over time and that these effects could not be explained by observed teacher or classroom characteristics.

Crossroads: Integration and segregation in suburban school districts

2020 ◽  
Vol 101 (5) ◽  
pp. 44-49
Author(s):  
Iris C. Rotberg
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Ethnically Diverse ◽  
Suburban Schools ◽  
Asian Students ◽  
Montgomery County ◽  
Demographic Diversity ◽  
Suburban School Districts ◽  
Large Numbers

As U.S. suburbs become more racially and ethnically diverse, they have the opportunity to make their schools similarly diverse. But integration is not assured, even in districts with significant demographic diversity. Iris Rotberg draws on Montgomery County Public Schools, a suburban Maryland district, to illustrate the opportunities and risks present in many other suburban districts. While large numbers of Montgomery County students attend diverse schools, segregation is a growing problem in the higher-poverty schools, and Black and Latinx students attending these schools have become more segregated in recent years. At the same time, White and Asian students attending low-poverty schools are in more diverse environments. Rotberg considers how policies related to school boundaries, housing, charter schools, and district secession have affected the integration of suburban schools.

scholarly journals Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

2016 ◽  
Vol 39 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Melinda Adnot ◽  
Thomas Dee ◽  
Veronica Katz ◽  
James Wyckoff
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Student Performance ◽  
Teacher Turnover ◽  
School Quality ◽  
Poor Performance ◽  
Negative Effects ◽  
Policy Regime ◽  
Positive Effects ◽  
Quasi Experimental

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation ( SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.

scholarly journals The Qualifications and Classroom Performance of Teachers Moving to Charter Schools

2012 ◽  
Vol 7 (3) ◽  
pp. 233-268 ◽  
Author(s):  
Celeste K. Carruthers
Keyword(s):  
North Carolina ◽  
Student Achievement ◽  
Public Schools ◽  
Charter Schools ◽  
Effective Teachers ◽  
Resource Constraints ◽  
Value Added ◽  
Classroom Performance ◽  
Low Performing Schools ◽  
Traditional Public Schools

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.

Fiscal Impacts of Charter Schools: Lessons from New York

2014 ◽  
Vol 9 (1) ◽  
pp. 86-107 ◽  
Author(s):  
Robert Bifulco ◽  
Randall Reback
Keyword(s):  
New York ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Charter School ◽  
Financing Policies ◽  
Traditional Public Schools ◽  
Excess Costs ◽  
Fiscal Impacts ◽  
School Financing

This brief argues that charter school programs can have direct fiscal impacts on school districts for two reasons. First, operating two systems of public schools under separate governance arrangements can create excess costs. Second, charter school financing policies can distribute resources to or away from districts. Using the city school districts of Albany and Buffalo in New York, we demonstrate how fiscal impacts on local school districts can be estimated. We find that charter schools have had fiscal impacts on these two school districts. Finally, we argue that charter schools policies should seek to minimize any avoidable excess costs created by charter schools and ensure that the burden of any unavoidable excess costs is equitably distributed across traditional public schools, charter schools, and the state. We offer concrete policy recommendations that may help to achieve these objectives.

scholarly journals Salary and Ranking and Teacher Turnover: A Statewide Study

2009 ◽  
Vol 4 (7) ◽  
Author(s):  
Cynthia Martinez Garcia ◽  
John R Slate ◽  
Carmen Tejeda Delgado
Keyword(s):  
Public School ◽  
School Districts ◽  
Turnover Rate ◽  
Teacher Turnover ◽  
Indicator System ◽  
The State ◽  
Public School Districts ◽  
Academic Excellence ◽  
Academic Excellence Indicator System ◽  
Teacher Salary

This study examined three years of data obtained from the Academic Excellence Indicator System of the State of Texas regarding teacher turnover rate and teacher salary. Across all public school districts, teacher salary was consistently negatively related to teacher turnover; that is, where salary was lower, turnover rate was higher When data were regrouped by highest- and poorest-paying school districts, teacher turnover rate was found to be twice as high in the poorest-paying school districts. Implications of these findings and suggestions for further research are discussed.

Health Promotion Efforts in Pennsylvania Schools

1988 ◽  
Vol 2 (4) ◽  
pp. 36-44 ◽  
Author(s):  
Bethann Cinelli ◽  
Mary Rose-Colley ◽  
David M. Hayes
Keyword(s):  
Health Promotion ◽  
Public Schools ◽  
School Districts ◽  
Public School Districts ◽  
School Administrator ◽  
Health Promotion Program ◽  
After School ◽  
Health Issues ◽  
Health Promotion Programs ◽  
Weight Reduction Programs

The purpose of this study was to investigate and describe health promotion efforts within Pennsylvania public schools. A questionnaire was designed which addressed the following areas: demographics, health issues and concerns, health promotion programming, and variables pertinent to describe districts without programs. The sample consisted of 275 superintendents of public school districts, 41 of which indicated the existence of a health promotion program in their district. Superintendents of districts with health promotion programs indicated the following: the most frequently offered programs were physical fitness activities, stress management and weight reduction; programs were most frequently offered during the after school hours; many programs were not open to family and community; and the administration of the programs was most frequently the responsibility of a school administrator. The remaining 234 school districts did not have health promotion programs. The reasons cited by the superintendents included limited financial resources, an uninterested faculty and staff, and lack of school board support.

scholarly journals The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina

2006 ◽  
Vol 1 (1) ◽  
pp. 50-90 ◽  
Author(s):  
Robert Bifulco ◽  
Helen F. Ladd
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Panel Data ◽  
Charter Schools ◽  
Fixed Effects ◽  
Data Set ◽  
Achievement Gains ◽  
Traditional Public Schools ◽  
Negative Effect ◽  
The Impact

Using an individual panel data set to control for student fixed effects, we estimate the impact of charter schools on students in charter schools and in nearby traditional public schools. We find that students make considerably smaller achievement gains in charter schools than they would have in public schools. The large negative estimates of the effects of attending a charter school are neither substantially biased, nor substantially offset, by positive impacts of charter schools on traditional public schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of charter schools is attributable to high rates of student turnover.

Can Public Schools Buy Better-Qualified Teachers?

ILR Review ◽  
2002 ◽  
Vol 55 (4) ◽  
pp. 686-699 ◽  
Author(s):  
David N. Figlio
Keyword(s):  
Public Schools ◽  
Panel Data ◽  
School Districts ◽  
Public School Districts ◽  
Teacher Salaries ◽  
Specific Subject ◽  
Qualified Teachers ◽  
Selective Colleges ◽  
And Training

Since the early 1980s, real teacher salaries in U.S. public schools have increased considerably faster than salaries of other Americans with similar levels of education and training. Providing an important impetus for this development were claims that increased salaries would allow the recruitment of better-qualified teachers. This analysis, which uses panel data on new teachers in 188 public school districts that changed their salaries between 1987–88 and 1993–94, investigates whether a school district can, by unilaterally increasing teacher salaries, improve the quality of the teachers it hires, as indicated by their having graduated from selective colleges and majored in the specific subject matter they teach. For nonunion school districts, the author finds a positive, statistically significant relationship between a given district's teacher salaries and that district's probability of hiring well-qualified teachers. Several tests indicate that this relationship is not found in unionized school districts.

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