When the Walls Come Down: Evidence on Charter Schools’ Ability to Keep Their Best Teachers Without Unions and Certification Rules

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dc.contributor.authorBarrett, Nathan
dc.contributor.authorCarlson, Deven
dc.contributor.authorHarris, Douglas N.
dc.contributor.authorLincove, Jane Arnold
dc.date.accessioned2020-05-20T15:16:32Z
dc.date.available2020-05-20T15:16:32Z
dc.date.issued2020-03-09
dc.description.abstractTheories of market-based school reform suggest that teacher labor markets may be inefficient, and perhaps inequitable, because union contracts, tenure protections, and government regulation limit school autonomy over hiring, evaluation, compensation, and working conditions. In a less restrictive setting, schools could incentivize performance by selectively retaining and rewarding better-performing teachers. We test this empirically by comparing teacher exits in the deregulated market of New Orleans with exits in neighboring traditional public school districts. Our results suggest that the relationship between teacher performance and retention is stronger in the New Orleans market setting than in similar traditional school districts. We also find positive associations between annual salary increases and performance, but only when teachers transfer from one charter school to another. While teacher retention is more closely tied to performance in New Orleans, this did not yield a net gain in teacher quality, relative to neighbors. New Orleans had much higher teacher turnover, and we find the large numbers of teachers who had to be hired annually in the city had lower value-added than the entrants in comparison districts.en_US
dc.description.sponsorshipThis report is a project of the National Center for Research on Education Access and Choice (REACH), which is fully funded by the Institute of Education Sciences at the U.S. Department of Education under grant R305C180025. We are grateful to Joshua Cowen, Adam Kho, Scott Imberman, Matthew Steinberg, Katharine Strunk, Ron Zimmer and participants in APPAM, AEFP, and AERA national conferences and the REACH advisory board for feedback on prior drafts. The views expressed in this report are those of the authors. Institutional support was provided by Tulane University, the University of Maryland, Baltimore County, and University of Oklahoma.en_US
dc.description.urihttps://educationresearchalliancenola.org/files/publications/When-the-Walls-Come-Down-Evidence-on-Charter-Schools-Ability-to-Keep-Their-Best-Teachers-Without-Unions-and-Certification-Rules-REACH-March-9-2020.pdfen_US
dc.format.extent54 pagesen_US
dc.genretechnical reportsen_US
dc.identifierdoi:10.13016/m2qg6n-mbqm
dc.identifier.citationNathan Barrett et al., When the Walls Come Down: Evidence on Charter Schools’ Ability to Keep Their Best Teachers Without Unions and Certification Rules, https://educationresearchalliancenola.org/files/publications/When-the-Walls-Come-Down-Evidence-on-Charter-Schools-Ability-to-Keep-Their-Best-Teachers-Without-Unions-and-Certification-Rules-REACH-March-9-2020.pdfen_US
dc.identifier.urihttp://hdl.handle.net/11603/18678
dc.language.isoen_USen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC School of Public Policy Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectCharter Schools
dc.subjectTeachers Without Unions and Certification Rules
dc.subjectpolicies governing teacher labor
dc.subjectschool improvement through autonomy over human resources
dc.titleWhen the Walls Come Down: Evidence on Charter Schools’ Ability to Keep Their Best Teachers Without Unions and Certification Rulesen_US
dc.typeTexten_US

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