Serving the Underserved? Student Characteristics and Staffing Patterns in California Charter Schools

Autor/inn/en	Reed, Sherrie; Rose, Heather
Titel	Serving the Underserved? Student Characteristics and Staffing Patterns in California Charter Schools
Quelle	In: Journal of School Choice, 14 (2020) 2, S.190-227 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2020.1756721
Schlagwörter	Charter Schools; School Personnel; Staff Utilization; Employment Patterns; Resource Allocation; Teacher Characteristics; Poverty; Teacher Effectiveness; Educational Finance; Funding Formulas; Economic Climate; Teacher Student Ratio; California + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulpersonal; Deployment of labor; Deployment of labour; Personaleinsatz; Beschäftigungsstruktur; Ressourcenallokation; Armut; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsfonds; Funding; Finanzierung; Wirtschaftslage; Lehrer-Schüler-Relation; Kalifornien
Abstract	Building from the existing knowledge of charter school spending and staffing, and with a lens toward better understanding the fiscal flexibility afforded charter schools, this study examines staffing patterns in California's charter schools over the last decade. Using detailed professional assignment data for the universe of California schools in 2007-08, 2011-12, and 2017-18, we observe similar staffing patterns in charter schools and traditional public schools. We also affirm prior research that charter school teachers have far less experience. When comparing charter schools serving varying proportions of students in poverty, we see that high-poverty charter schools may be better resourced, in terms of personnel available to students, than low-poverty charter schools. Unfortunately, the apparent advantage of high-poverty charter schools comes at the expense of teacher quality and has changed little despite funding reforms targeting more resources to high-needs students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01