This chapter of examines whether charter schools are making full use of their freedoms by innovating around teacher compensation.
Systems across the country are rethinking how they manage teacher and leader talent. To inform these management efforts, CRPE examines pressing problems and new approaches related to how districts and schools find, develop, and retain their workforce.
This chapter of examines whether charter schools are making full use of their freedoms by innovating around teacher compensation.
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.
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 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.
This report reviews the available data to describe the current corps of charter school leaders: how they are prepared, how they experience their work, and the institutional strategies in place to sustain and transition leadership....
When school boards enter contracts with teachers unions, they determine the use of nearly half of all the funds available to public education. In this paper Julia Koppich looks at an important source of resource...
This paper explores ways districts can reduce the costs (in terms of lost school productivity and lost training investments) of teacher turnover.
This report analyzes the incentives under which public school teachers and leaders work. It concludes that there are few rewards for producing high levels of student achievement and many rewards for work that does not...
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