We examine the efficiency of traditional school districts versus charter schools in providing students with teachers who meet their demographic and education needs. Using panel data from the state of Michigan, we estimate the relationship between enrollment of Black, Hispanic, special education, and English learner students and the presence of Black, Hispanic, Special Education, and ESL teachers, and test whether this relationship differs at charter and traditional district-run schools. Because charter schools typically have less market power in hiring than large districts, we compare charter school employment practices to traditional public schools in districts of comparable size. Our results suggest that charter schools are more likely to employ same race teachers for Black students but not Hispanic students, and districts schools are slightly better at providing ESL and SPED teachers. We conclude that charter autonomy does not necessary generate better student-teacher matches, but Michigan charters may occupy a market niche by serving Black students and staffing Black teachers.
Does Charter School Autonomy Improve Matching of Teacher Attributes with Student Needs?
Keywords
Charter Schools, Specialized Staffing, Special Education, ESL
Education level
Topics
Document Object Identifier (DOI)
10.26300/zb37-xp47
EdWorkingPaper suggested citation:
Lincove, Jane Arnold, Salem Rogers, Alex Handler, Tara Kilbride, and Katharine O. Strunk. (). Does Charter School Autonomy Improve Matching of Teacher Attributes with Student Needs?. (EdWorkingPaper:
-1049). Retrieved from
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