The Qualifications and Classroom Performance of Teachers Moving to Charter Schools
AbstractDo 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. © 2012 Association for Education Finance and Policy
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Bibliographic InfoArticle provided by MIT Press in its journal Education Finance and Policy.
Volume (Year): 7 (2012)
Issue (Month): 3 (July)
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Web page: http://mitpress.mit.edu/journals/
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