NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED456567
Record Type: RIE
Publication Date: 2001-Aug
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Personnel Policy in Charter Schools.
Podgursky, Michael; Ballou, Dale
A random sample of 200 charter schools that had been in operation for at least 3 years was chosen from the National Charter School Directory. Charter schools were sent a survey of personnel policies. When 132 charter schools responded, the information was compared to a random sampling of traditional schools. In the seven states covered by the study, the charter schools were exempted from many state regulations and were freed from collective-bargaining agreements unless the charter school faculty chose to unionize. There was evidence of major differences between charter schools and traditional schools in the areas of recruitment and staffing, pay flexibility, incentive pay, and staffing flexibility. Charter schools employed more teachers and aides relative to their numbers of students. In states where it was permitted, charter schools recruited significant numbers of uncertified teachers. Few charter schools granted tenure. Most teachers worked under 1-year contracts or were employees-at-will. Very few were covered by collective-bargaining agreements. The average length of the teacher workday and year was longer. Dismissals of teachers for unsatisfactory performance were commonplace. Many charter schools raised the salaries of teachers in hard-to-staff subjects, such as math or science. Many did not award increases based on seniority, accumulation of degrees, or college credits. Nearly one-half reported using merit or performance-based pay. (Contains 14 references, 5 tables, and 27 figures.) (RKJ)
Thomas B. Fordham Foundation, 1627 K St., N.W., Suite 600, Washington, DC 20006. Tel: 888-823-7474 (Toll Free); e-mail: fordham@dunst.com. For full text: http://www.edexcellence.net/fordham/foreports.html#anchorCho ice.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Thomas B. Fordham Foundation, Washington, DC.