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Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals

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  • Marisa Cannata

    ()
    (National Center on School Choice, Vanderbilt University)

  • Mimi Engel

    ()
    (Department of Leadership, Policy, and Organizations, Vanderbilt University)

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    Abstract

    The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals’ preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional public school principals. We compare regression-adjusted survey responses of charter and traditional public school principals to examine whether charter school principals report placing more emphasis on teacher hiring than principals in traditional public schools and whether principals’ preferences for teacher qualifications and characteristics vary between charter and traditional public schools. While we find some mean differences in principals’ reported hiring focus and preferences across charter and traditional public schools, regression results indicate that these differences are driven not by charter status but by school characteristics, such as average teacher experience and school enrollment. © 2012 Association for Education Finance and Policy

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    Bibliographic Info

    Article provided by MIT Press in its journal Education Finance and Policy.

    Volume (Year): 7 (2012)
    Issue (Month): 4 (September)
    Pages: 455-488

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    Handle: RePEc:tpr:edfpol:v:7:y:2012:i:4:p:455-488

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    Related research

    Keywords: charter schools; public schools; teacher hiring; school principals;

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