Differentiating Charter Elementary Schools From Traditional Public Elementary Schools by Teacher Characteristics

John R. Slate; Martha L. Escalante

Authors

John R. Slate
Martha L. Escalante

Keywords:

charter school, traditional public school, beginning teacher, experienced teacher, highly qualified teacher

Abstract

In this study, the extent to which differences were present in teacher characteristics between charter elementary and traditional public elementary schools in Texas was addressed. The Moreno and Slate (2016) study was replicated in this investigation to determine whether the percentage of beginning teachers continued to be the major school characteristic that most differentiated charter schools from traditional public schools. Participants in this study were charter and traditional publicelementary schools in Texas in the 2014-2015 school year. Canonical stepwise discriminant analyses were conducted to determine whether teacher characteristics (i.e., base salary average, teacher tenure average, teacher experience, beginning teachers, teachers with no degree, teachers with bachelor's degree, teachers with master's degree, teachers with doctoral degree, Blackteachers, Hispanic teachers, male teachers, and female teachers) could differentiate charter elementary schools from traditional public elementary schools.

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How to Cite

Differentiating Charter Elementary Schools From Traditional Public Elementary Schools by Teacher Characteristics. (2017). Global Journal of Human-Social Science, 17(H1), 19-23. https://socialscienceresearch.org/index.php/GJHSS/article/view/2259

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