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The Qualifications and Classroom Performance of Teachers Moving to Charter Schools

Author

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  • Celeste K. Carruthers

    () (University of Tennessee)

Abstract

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. © 2012 Association for Education Finance and Policy

Suggested Citation

  • Celeste K. Carruthers, 2012. "The Qualifications and Classroom Performance of Teachers Moving to Charter Schools," Education Finance and Policy, MIT Press, vol. 7(3), pages 233-268, July.
  • Handle: RePEc:tpr:edfpol:v:7:y:2012:i:3:p:233-268
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/EDFP_a_00067
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    Cited by:

    1. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education, Elsevier.
    2. Dennis Epple & Richard Romano & Ron Zimmer, 2015. "Charter Schools: A Survey of Research on Their Characteristics and Effectiveness," NBER Working Papers 21256, National Bureau of Economic Research, Inc.
    3. Joshua M. Cowen & Marcus A. Winters, 2013. "Do Charters Retain Teachers Differently? Evidence from Elementary Schools in Florida," Education Finance and Policy, MIT Press, vol. 8(1), pages 14-42, January.

    More about this item

    Keywords

    charter schools; teachers; teacher performance;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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