Teacher Quality and Sorting across Traditional Public and Charter Schools in the Detroit Metropolitan Region

Autor/inn/en	Addonizio, Michael F.; Kearney, C. Philip; Gawlik, Marytza A.
Titel	Teacher Quality and Sorting across Traditional Public and Charter Schools in the Detroit Metropolitan Region
Quelle	In: Educational Considerations, 42 (2015) 2, S.20-34 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9283
Schlagwörter	Teacher Effectiveness; Educational Quality; Public Schools; Charter Schools; Educational Change; Achievement Gap; Metropolitan Areas; Comparative Analysis; Classification; Teacher Characteristics; Correlation; Statistical Analysis; Educational Indicators; Teacher Qualifications; Statistical Significance; Teacher Placement; Michigan + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Charter school; Charter-Schule; Bildungsreform; Ballungsraum; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Statistische Analyse; Educational indicato; Bildungsindikator; Lehrqualifikation
Abstract	In the quest to raise student achievement in low-performing urban schools, researchers often point to the central importance of recruitment and retention of a high quality teacher workforce (Lankford, Loeb and Wyckoff 2002; Rivkin, Hanushek and Kain 2005; Jacob 2007). At the same time, advocates have proposed charter schools not only as a means to reform traditional public schools, but also as a strategy to close the achievement gap between urban students and their suburban counterparts in no small part because charter schools are often freed from many of the constraints faced by traditional public schools, allowing them greater flexibility to recruit and retain a qualitatively different teacher workforce (Center for Education Reform n.d.). Using data for the Detroit metropolitan region of Wayne, Oakland, and Macomb counties for the 2005-2006 school year, this study sought to answer four research questions: (1) Did charter school teachers differ in measures of teacher quality from traditional public school teachers; (2) Was there variability in teacher quality within traditional public and charter schools; (3) To what extent were teacher quality indicators associated with teacher effectiveness; and (4) Did teacher sorting take place across charter and traditional public schools? This article is divided into eight sections. It begins with a background section on charter schools in Michigan, followed by a section on research on teacher quality and sorting. The third section presents research methods used in the study while findings are discussed in the next four sections, one for each of the research questions. The article closes with a summary, conclusions, and recommendations for future research. (ERIC).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01