This chapter of examines whether charter schools are making full use of their freedoms by innovating around teacher compensation.
The world is changing. It is long past time for public education to change as well.
Our current research centers on the changing education landscape in our post-pandemic world and how school systems can meet the ever-evolving needs of students. This includes work in innovative school solutions, responsive systems and policies, workforce innovation, community-led solutions, and the advent of AI.
This chapter of examines whether charter schools are making full use of their freedoms by innovating around teacher compensation.
This chapter of examines an issue of intense interest to parents, students, and staff—school safety.
This chapter of examines the topic of charter school caps, and issue essential to the continued expansion of charter schools nationally.
Like previous editions of Hopes, Fears, & Reality, the 2007 edition explores some of the most challenging issues facing the charter school movement with a focus on the pressing concerns, tensions, and opportunities involved with...
This paper examines attrition and mobility of early-career teachers in North Carolina public schools using teacher value-added measures.
This report analyzes why replicating successful charter schools has been tougher and more costly than expected for both for-profit and nonprofit charter management organizations (EMOs and CMOs).
Policymakers and researchers alike have expressed concern about a teacher quality gap between schools with affluent student populations and the more disadvantaged ones. This study uses teacher and school-level data from the NCES Schools and...
This paper describes research designed to shed light on how teachers feel about different pay and incentive reforms.
This paper is a companion piece to the District Resource Allocation Modeler (DREAM) tool developed by Education Resource Strategies.
This study examines resource allocation patterns across elementary schools and how these patterns differ depending, in part, on various levels of autonomy over resources at the school level.
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