Does Charter School Autonomy Improve Matching of Teacher Attributes with Student Needs?

dc.contributor.authorLincove, Jane
dc.contributor.authorRogers, Salem
dc.contributor.authorHandler, Alex
dc.contributor.authorKilbride, Tara
dc.contributor.authorStrunk, Katharine O.
dc.date.accessioned2024-10-28T14:30:38Z
dc.date.available2024-10-28T14:30:38Z
dc.date.issued2024-09
dc.description.abstractWe examine the efficiency of traditional school districts versus charter schools in providing students with teachers who meet their demographic and education needs. Using panel data from the state of Michigan, we estimate the relationship between enrollment of Black, Hispanic, special education, and English learner students and the presence of Black, Hispanic, Special Education, and ESL teachers, and test whether this relationship differs at charter and traditional district-run schools. Because charter schools typically have less market power in hiring than large districts, we compare charter school employment practices to traditional public schools in districts of comparable size. Our results suggest that charter schools are more likely to employ same race teachers for Black students but not Hispanic students, and districts schools are slightly better at providing ESL and SPED teachers. We conclude that charter autonomy does not necessary generate better student-teacher matches, but Michigan charters may occupy a market niche by serving Black students and staffing Black teachers.
dc.description.sponsorshipThis research result used data structured and maintained by the MERIMichigan Education Data Center (MEDC). MEDC data are modified for analysis purposes using rules governed by MEDC and are not identical to those data collected and maintained by the Michigan Department of Education (MDE) and/or Michigan’s Center for Educational Performance and Information (CEPI). Results, information, and opinions solely represent the analysis, information, and opinions of the author(s) and are not endorsed by, or reflect the views or positions of, grantors, MDE and CEPI, or any employee thereof. Institutional support was provided by Michigan State University and the University of Maryland, Baltimore County. We are grateful to Emily Mohr, Michelle Huhn, and Wei-Chu Chen at MSU for research, data, and formatting support and to Ann Green, Sarah-Kate Lavan, Katelyn Boswell Gallagher, and Kelli Brozanski from MDE.
dc.description.urihttps://edworkingpapers.com/ai24-1049
dc.format.extent51 pages
dc.genrejournal articles
dc.genrepreprints
dc.identifierdoi:10.13016/m2rpve-ua5y
dc.identifier.citationLincove, Jane Arnold, Rogers, Salem, Handler, Alex, Kilbride, Tara, and Strunk, Katharine O. “Does Charter School Autonomy Improve Matching of Teacher Attributes with Student Needs?”(EdWorkingPaper: 24-1049). Retrieved from Annenberg Institute at Brown University . https://doi.org/10.26300/ZB37-XP47.
dc.identifier.urihttps://doi.org/10.26300/zb37-xp47
dc.identifier.urihttp://hdl.handle.net/11603/36757
dc.language.isoen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC School of Public Policy
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.titleDoes Charter School Autonomy Improve Matching of Teacher Attributes with Student Needs?
dc.typeText
dcterms.creatorhttps://orcid.org/0000-0001-6656-8537

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