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ERIC Number: ED411568
Record Type: Non-Journal
Publication Date: 1996
Pages: 55
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Comparing Public and Private Schools: Teacher Survey Results.
Kemerer, Frank; Martinez, Valerie; Godwin, Ken
More than 70 percent of San Antonio (Texas) urban school children are Hispanic, and approximately 85 percent are from minority ethnic groups. This paper is the second in a series of reports from a 3-year study of private and public school-choice programs in San Antonio. The paper discusses the characteristics of private and public schools as perceived by the teachers within them. The study focused on two choice programs--the privately funded Children's Education Opportunity (CEO) Foundation program that provides partial scholarships to low-income children for use in private and out-of-district public schools; and the districtwide multilingual public school-choice program offered by the San Antonio Independent School District (SAISD). The study also included a group of nonchoice attendance-zone schools. A survey was administered in spring 1993. A followup survey in fall 1994 contacted over 1,000 teachers at the following groups of schools: (1) private elementary schools in the CEO program; (2) SAISD nonchoice attendance-zone elementary schools; (3) private middle schools in the CEO program; (4) SAISD middle schools housing the multilingual choice program; and (5) SAISD nonchoice attendance-zone middle schools. The majority of private and public elementary and middle school teachers reported that their schools' mission and goals were clearly stated and that their principals were committed to carrying them out. Teachers at both CEO private elementary schools and SAISD elementary schools generally agreed that building-level personnel worked together as a team. Over two-thirds of CEO private and SAISD public elementary teachers said that they had moderate or great influence over setting school-performance goals. Three-fourths of CEO private elementary and middle school teachers were Anglo, compared with roughly 50 percent of SAISD elementary and multilingual middle school teachers and 57 percent of SAISD attendance-zone middle school teachers. SAISD teachers were more likely to hold masters' degrees, to be certified, and to have more years of full-time teaching experience than did CEO private school teachers. Over one-half of the teachers at CEO private elementary and secondary schools expected that about 90 percent of their students would reach grade level by the end of the school year. Finally, although both private and public school teachers said that they made similar efforts to contact parents, CEO private school teachers were more likely to meet their students' parents and to have greater parent participation. Contains 26 tables. (LMI)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: North Texas Univ., Denton. Center for the Study of Education Reform.