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Teacher Recruitment and Teacher Quality? Are Charter Schools Different? Policy Report Number 20

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Title: Teacher Recruitment and Teacher Quality? Are Charter Schools Different? Policy Report Number 20
Language: English
Authors: Burian-Fitzgerald, Marisa, Harris, Debbi, Michigan State University, Education Policy Center
Source: Education Policy Center at Michigan State University. 2004.
Availability: Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc
Peer Reviewed: N
Page Count: 8
Publication Date: 2004
Document Type: Reports - Evaluative
Descriptors: Teacher Recruitment, Teacher Competencies, Charter Schools, Teaching Skills, Public Schools, Teacher Characteristics, Teacher Selection, Educational Policy, Teacher Qualifications, State Standards, Collective Bargaining, Financial Support, Teaching Experience, Educational Innovation
Abstract: Charter schools are expected to be innovative and to look different than traditional public schools. There is evidence that charter school administrators are taking advantage of opportunities to be innovative in their hiring practices and that teachers in charter schools look different than their colleagues in traditional public schools. It is not entirely clear whether this is a positive development since charter school teachers look stronger on some quality measures and weaker on others. Innovative charter school hiring practices offer an opportunity to evaluate the impact of various hiring practices in the public school setting. Traditional public, charter public, and private schools can all learn from the experimentation currently occurring in the charter sector. It is acknowledged that teacher quality can make a substantial difference in student learning. Teachers in charter and traditional public schools differ on several measurable characteristics that may impact student learning, including teaching experience, certification status and the selectivity of the teacher's undergraduate institution. When making hiring decisions, charter schools appear to place more of an emphasis on the selectivity of a teacher's undergraduate institution and less on certification and experience. Alternatively, this difference may reflect different preferences among potential teachers themselves: charter school administrators may be selecting their teachers from a labor pool that looks quite different from the one available to traditional public school administrators. Charter schools may be hiring teachers who differ from traditional public school teachers in other respects as well that are not measured by data included in this report. The hiring practices of charter schools appear to be particularly innovative when they are not bound by local collective bargaining agreements, when there are multiple authorizing entities, and when certification requirements are flexible. In addition, charter schools appear more able to compete with traditional public schools for experienced, certified teachers when their funding comes directly from the state. Policymakers vary in the amount of flexibility in hiring they have given charter school operators: findings range from no certification requirements to mandating certification for all charter school teachers. It is up to state policymakers to decide what qualifications they feel are important and then establish regulations that encourage charter school operators to select teachers with those qualifications without discouraging innovative hiring practices. (Contains 11 footnotes and 7 tables.)
Abstractor: ERIC
Entry Date: 2004
Accession Number: ED498621
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  Data: Teacher Recruitment and Teacher Quality? Are Charter Schools Different? Policy Report Number 20
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  Data: Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Recruitment%22">Teacher Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Selection%22">Teacher Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+Bargaining%22">Collective Bargaining</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink>
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  Data: Charter schools are expected to be innovative and to look different than traditional public schools. There is evidence that charter school administrators are taking advantage of opportunities to be innovative in their hiring practices and that teachers in charter schools look different than their colleagues in traditional public schools. It is not entirely clear whether this is a positive development since charter school teachers look stronger on some quality measures and weaker on others. Innovative charter school hiring practices offer an opportunity to evaluate the impact of various hiring practices in the public school setting. Traditional public, charter public, and private schools can all learn from the experimentation currently occurring in the charter sector. It is acknowledged that teacher quality can make a substantial difference in student learning. Teachers in charter and traditional public schools differ on several measurable characteristics that may impact student learning, including teaching experience, certification status and the selectivity of the teacher's undergraduate institution. When making hiring decisions, charter schools appear to place more of an emphasis on the selectivity of a teacher's undergraduate institution and less on certification and experience. Alternatively, this difference may reflect different preferences among potential teachers themselves: charter school administrators may be selecting their teachers from a labor pool that looks quite different from the one available to traditional public school administrators. Charter schools may be hiring teachers who differ from traditional public school teachers in other respects as well that are not measured by data included in this report. The hiring practices of charter schools appear to be particularly innovative when they are not bound by local collective bargaining agreements, when there are multiple authorizing entities, and when certification requirements are flexible. In addition, charter schools appear more able to compete with traditional public schools for experienced, certified teachers when their funding comes directly from the state. Policymakers vary in the amount of flexibility in hiring they have given charter school operators: findings range from no certification requirements to mandating certification for all charter school teachers. It is up to state policymakers to decide what qualifications they feel are important and then establish regulations that encourage charter school operators to select teachers with those qualifications without discouraging innovative hiring practices. (Contains 11 footnotes and 7 tables.)
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      – Text: English
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      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Teacher Recruitment
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teacher Selection
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: State Standards
        Type: general
      – SubjectFull: Collective Bargaining
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Teaching Experience
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      – SubjectFull: Educational Innovation
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      – TitleFull: Teacher Recruitment and Teacher Quality? Are Charter Schools Different? Policy Report Number 20
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