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ERIC Number: ED508274
Record Type: Non-Journal
Publication Date: 2009-Jun
Pages: 46
Abstractor: As Provided
The Qualifications and Classroom Performance of Teachers Moving to Charter Schools. Working Paper 27
Carruthers, Celeste K.
National Center for Analysis of Longitudinal Data in Education Research
Do charter schools draw good teachers from traditional, mainstream public schools? Using a panel dataset of all North Carolina public school teachers from 1997-2007, this research paper finds nuanced patterns of teacher quality flowing into charter schools. High rates of inexperienced and uncertified teachers moved to charter schools, but among certified teachers changing schools, the on-paper qualifications of charter movers were better or no different than the qualifications of teachers moving to comparable mainstream schools. Estimated measures of classroom performance for a subset of grade 3-5 teachers show that charter movers were more effective in math and reading instruction, relative to other mobile teachers. Charter movers compared less favorably, however, to non-mobile teachers and colleagues within their sending schools. The distribution of classroom performance among future charter teachers, adjusted for sampling error, was significantly lower than the distribution for exclusively mainstream teachers. (Contains 7 tables, 4 figures and 43 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Urban Institute
Identifiers - Location: North Carolina