This brief provides a summary of the four-year Inside Charter Schools project’s final report, Inside Charter Schools: Unlocking Doors to Student Success.
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 brief provides a summary of the four-year Inside Charter Schools project’s final report, Inside Charter Schools: Unlocking Doors to Student Success.
This brief summarizes the findings and recommendations from a larger report, which finds that many charter schools are unprepared when it comes to leadership turnover.
This brief describes how a different method of supplying benefits to employees might work for districts: cafeteria plans. While typical school district plans offer a one-size-fits-all package of benefits to employees, cafeteria plans allow employees...
A look at New York City and Washington, D.C., this paper shows how portfolio—and perhaps traditional—districts can transform talent management from a bureaucratic staffing system into a core leadership function.
This report, part of a four-year study of charter school teachers and leaders, finds that many charter schools are unprepared when it comes to leadership turnover.
This study explores the question of teacher turnover in charter schools by surveying newly hired teachers from both traditional and charter schools.
This policy brief summarizes an Inside Charter Schools study on the nature of teacher turnover in charter schools.
In this brief, CRPE analysts find that most of Washington’s largest districts spend less per math or science teacher than for teachers in other subjects.
Improvements in productivity in other sectors may hold important lessons for understanding how the education system can become more efficient.
Looking at the 15 largest districts in California, this analysis finds that teachers at risk of layoff are concentrated in schools with more poor and minority students, concluding that “last in, first out” policies disproportionately...
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