CA_8_1_Slade_A

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May 30, 2024

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1 “Charter School Teachers’ Perspectives on why they left District/Public Schools” April Slade School of Education, EdD, Marymount University ED-703: Approaches to Research Methods Dr. Paula Cristina Azevedo March 9, 2023

2 “Charter School Teachers’ Perspectives on why they left District/Public Schools” “I’m striking to stop charter schools from draining our schools,” wrote Los Angeles teacher Adriana Chavira during the January teachers strike, saying her school has had to cut teachers as it lost students to charter schools (Barnum, 2019). This study will evaluate the perceptions, and reasons for teachers departing from public/district schools. According to Pivovarova & Powers (2022), the gap in retention rates between school sectors in Arizona are teachers' professional characteristics: less experienced teachers and teachers with alternative certification are more likely to exit schools and charter schools which also employ a significantly larger share of these teachers. This research is currently focusing on the insights of charter school teachers and the effect that it is causing in education to local district schools. The primary research seeks to answer the question(s): What do we learn from the perceptions, and reasons for teachers departing from public/district schools? The research focus currently has shown the rapid growth in charter schools during the past two decades has occurred despite inconclusive evidence that they are academically superior to their traditional public-school counterparts (Stuit and Smith, 2010). How do teachers departing public/district schools perceive the differences between traditional public schools and charter schools? Comparing average school scores alone simply cannot answer that policy-relevant question because charter and traditional public schools enroll fundamentally different students (Rufo et al., 2019). The following sources provides understanding into the qualitative methodology that will be considered to determine the perceptions of the charter schoolteachers.

3 Perception of Charter School Teachers: Annotated Bibliography Barnum, M. (2019, June 11). Critics of charter schools say they're hurting school districts. are they right? Chalkbeat. https://www.chalkbeat.org/2019/6/11/21108318/critics-of-charter- schools-say-they-re-hurting-school-districts-are-they-right In this article, Barnum discussed the effects of charter schools’ impact on public schools. The focus was showing the amount of funding being given to charter schools from public schools due to the change of teachers and students. The term that they used was drain funding. Parents are pulling their children out of district schools and placing them in charter schools. The article shows that charter schools are not the only cause of financial challenges of local district schools. This article focuses on issues of charters exceeding public schools in North Carolina, New York, Pennsylvania, and California. The paper discusses the increase of charter schools does not affect the cost of local district students. The article provides some insight of standardized test scores for district schools increasing when charter schools were opened. Bickmore, D. L., & Sulentic Dowell, M. M. (2019). Understanding Teacher Turnover in Two Charter Schools: Principal Dispositions and Practices. International Journal of Leadership in Education, 22(4), 387–405. https://www-tandfonline-com.proxymu.wrlc.org/doi/full/10.1080/13603124.2018.1481528

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4 In this article, Bickmore et al. discussed United States charter schools experiencing a higher turnover rate than traditional public schools. The study was conducted to examine principals’ practices that might contribute to teacher turnover. The focus of the study was done on two charter schools over three years. Principals’ that led with more autocracy had higher turnover rates. The use of qualitative methodology on this case study showed the importance of working conditions to teacher attrition. The findings showed the more professional practices that the principals used the lower their turnover rate would be. Blazer, C. (2010). Research Comparing Charter Schools and Traditional Public Schools. Information Capsule. Volume 1007. In Research Services, Miami-Dade County Public Schools. Research Services, Miami-Dade County Public Schools. https://files.eric.ed.gov/fulltext/ED536519.pdf In this report, Blazer analyzes the autonomy of charter schools in comparison to traditional schools. The regulations and financial openness at charter schools allows flexibility than that of traditional schools. The researcher discusses the first charter school and the expansion of it in reference to present day segregation. Charter school teachers have less teaching experience to traditional school teachers due to qualifications. The researcher focuses on Miami Dade, Florida where a large percentage charter schools are in the state. The standardized test scores of the charter schools were compared to the traditional schools. The charter schools showed letter grades of “A” and an increase in reading and math scores compared to traditional schools.

5 Griffith, D. (2017). Teacher Absenteeism in Charter and Traditional Public Schools. Thomas B. Fordham Institute. http://proxymu.wrlc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED579508&site=ehost-live In the article, Griffith explores the comparison of teacher absenteeism between charter and traditional public schools. Students learn less when teachers are not present. Teaching is the number one cause of job absenteeism in America. The researcher evaluated the state guidelines of teacher absenteeism. Charter schools have fewer absences than traditional public schools. The qualitative research methodology examined the U.S. Department of Education Office for Civil Rights to compare the absenteeism of charter and traditional schools in thirty-five states. The findings gave the answer to the research question as to who has the more absences of charter and traditional public schools, but not why the teachers are absent. Gulosino, C., Ni, Y., & Rorrer, A. K. (2019). Newly Hired Teacher Mobility in Charter Schools and Traditional Public Schools: An Application of Segmented Labor Market Theory. American Journal of Education, 125(4), 547–592. http://proxymu.wrlc.org/login? url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1223295&site=ehost-live

6 In this article, Gulosino et al. seeks to understand the teacher turnover rate of charter and traditional public schools. The increase of high teacher turnover rate in charter schools have led to negative impact on student learning. Charter schools hire more newer teachers than public schools. This study tests a theory of newly hired charter school teachers and traditional teachers in turnover and mobility. The researcher used statistical data where they followed the careers of the newly hired teachers and their mobility behaviors. They compared patterns of heavily charter hosting districts to traditional public schools. The findings show that at the secondary level charter schools had a higher turnover than that of traditional public schools. Hightower, A. (2022). The Hiring Preferences and Organizational Characteristics of Charter Schools: A Multiple Case Study Approach. Educational Research: Theory and Practice, 33(2), 64–79. https://files.eric.ed.gov/fulltext/EJ1352233.pdf In this article, Hightower analyzes the organizational characteristics of teacher turnover in charter schools in comparison to traditional schools. The researcher reviews the advantages of hiring practices in charter schools. Recruiting teachers and keeping them depends on the qualities as described in the hiring practices. The number of responsibilities that a teacher has can determine the retention of a teacher. Case studies of eight charter school systems were analyzed to review hiring practices. Qualifications and requirements information was collected on the schools and statements were collected to focus on passion, results, teamwork, classroom management,

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7 professionalism, and content knowledge. The findings show that charter schoolteachers that were retained had great assessment data with their students. Jochim, A., & Lavery, L. (2019). An Unlikely Bargain: Why Charter School Teachers Unionize and What Happens When They Do. Center on Reinventing Public Education. http://proxymu.wrlc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED594061&site=ehost-live In the article, Jochim et al. discusses the importance of charter schools collective bargaining and how it will help with teacher attrition. Teachers unionizing despite charter schools not having the same regulations as traditional schools help teacher turnover. The researcher shows data trends in flexibility were seemingly needed to assist with the decrease in teacher attrition. The researcher used quantitative methodology to show the diversity of charter schools using collective bargaining. Teachers should be heard and valued to create a positive culture while also listening to their wants in collective bargaining. The findings show that bridging the gap between unionization and charter schools has benefits. There could be more data on the effect of teachers and students once the charter schools are unionized. Ndoye, A., Imig, S. R., & Parker, M. A. (2010). Empowerment, Leadership, and Teachers’ Intentions to Stay in or Leave the Profession or Their Schools in North Carolina Charter Schools. Journal of School Choice, 4(2), 174–190. http://proxymu.wrlc.org/login?

8 url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ886593&site=ehost-live In this article, Ndoye et al. examines the relationship of teacher empowerment, school leadership, and intentions of North Carolina teachers to stay or leave the classroom. The purpose of charter schools in North Carolina was to improve student learning. Even with flexibility, charter schools have had issues with teacher turnover. Charter schools need to focus more on strategies to retain teachers for a longer period. The researcher used surveys to analyze leadership and empowerment in charter schools. The researcher did not use teachers that had left he profession which means that their data has limitations to accuracy. Pivovarova, M., & Powers, J. (2022). Staying or leaving? Teacher professional characteristics and attrition in Arizona traditional public and charter schools. Education Policy Analysis Archives, 30(19). https://doi.org/10.14507/epaa.30.6459 In this article, Pivovarova et al. analyzed teacher turnover rates in Arizona local district schools to Arizona charter schools. The article confirms that turnover rates will lead to unstable learning environments and teacher ineffectiveness. The areas of focus for teacher attrition are experience, certification, and subject area specializations. Arizona enacted charter schools in 1994 and allow for the schools to have more fiscal autonomy that local district schools. The article provides a research approach that analyzes teacher turnover in charter schools using state level data. The quantitative methodology explored newly hired teachers

9 of charter to public and the percentages of students on free and reduced lunch in schools. The article suggests the teacher turnover in charter schools leads to administrators that need to focus more on best practices in developing teachers. Rufo, C. F., Kaufmann, E., Chin, W. W., Winters, M. A., & Perrault, P. (2019, November 19). To determine the real difference between district and charter schools, research must do more than just compare test scores. Manhattan Institute. https://www.manhattan- institute.org/real-difference-district-and-charter-schools-more-than-test-scores In this article, Rufo et al. discussed that there is no difference in standardized test scores of students attending charter than local district schools. The National Center for Education Statistics completed a comparison of students test scores in charter and students in local public schools. The report showed that most charter schools are attended by minorities – African Americans or Hispanics. The research identified that parents of charter school students are more active than those of local public schools. The studies used a research design to measure the effect of attending a charter school. The quantitative methodology showed that students do better when they enroll in a charter school. The findings showed that students assigned to a charter school are more likely to enroll in college. This study does not show everything about the effectiveness of charter schools. Stein, M., Goldring, E., & Cravens, X. (2010). Choosing Indianapolis Charter Schools: Espoused versus Revealed Academic Preferences. Research Brief. In National Center on School Choice, Vanderbilt University (NJ1). National Center on School Choice, Vanderbilt

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10 University (NJ1). http://proxymu.wrlc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED543585&site=ehost-live In this article, Stein et al. aims to understand the parents decision in Indianapolis to enroll their children in charter schools. The researcher analyzed the methods of school choice and the overall implications in education. The researchers evaluated that academic achievement is not the top reason that parents remove their students and place them in charter schools. Parents completed surveys on why they removed their students from traditional public schools to charter schools. Parents focus was educational quality and achievement. Researchers used surveys and interview protocols of questions that involved race, average yearly progress of the school, and safety. The findings showed that there were qualities left out of the surveys and the dependability of the research still needs to be measured. Stuit, D., & Smith, T. M. (2010, June). Teacher Turnover in Charter Schools. National Center on School Choice. https://files.eric.ed.gov/fulltext/ED543582.pdf In this article, Stuit et al. discussed the organizational conditions of teacher turnover at charter schools. The research used data from the National Center for Education Statistics to look at the difference of teacher turnover between charter and local district schools. The research identified the relationship between charter and local district schools to teacher turnover. The study identified the turnover was due to organizational conditions and the laws and rules places on local district schools.

11 The researchers used a conceptual model to show the relationship between the school sector and teacher turnover. The methodologies were identified was the use of surveys. The findings showed that the teacher turnover is higher in charter schools due to the policies in place. This study provides the reasoning as to teacher attrition in charter schools due to school closings. Torres, A. C., & Oluwole, J. (2015). Teacher Satisfaction and Turnover in Charter Schools: Examining the Variations and Possibilities for Collective Bargaining in State Laws. Journal of School Choice, 9(4), 503–528. http://dx.doi.org.proxymu.wrlc.org/10.1080/15582159.2015.1079468 In this article, Torres et al. discusses the importance of collective bargaining to teacher turnover in charter schools. There are 42 states and one district in the United States that have charter school laws. This study reviews state laws of startup charter schools, voluntary conversion schools, and forced coercion schools. The salaries of conversion charter schools pay teachers more money. The researcher’s goal was to improve teacher satisfaction in charter schools. The researchers used a quantitative methodology to compare collective bargaining agreements amongst states. The findings show that there is still needed research on policies and practice of charter schools to investigate collective bargaining. Wei, X., Patel, D., & Young, V. M. (2014). Opening the “Black Box”: Organizational Differences between Charter Schools and Traditional Public Schools. Education Policy Analysis Archives, 22(3).

12 http://proxymu.wrlc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1018832&site=ehost-live In this article, Wei et al. compares differences between charter schools and traditional public schools. The researcher surveyed teachers in Texas to review the organizational structure in charter schools. Culture, climate, environment, satisfaction, and evaluation are all a part of the black box that shows the difference between charter and traditional public schools. Teachers were asked their perceptions on organization to release bias in the research. Charter school teachers do not have the same experience or qualifications as traditional public school teachers. The methodological approach used in the research was propensity score matching. The trend used was race, gender, degree, and certification. The researcher found that it was best to identify the important differences of the 2,323 teachers that were surveyed. Winters, M. A. (2018). Principal Turnover in New York’s Charter and Traditional Public Schools, 2008-18. Issue Brief. In Manhattan Institute for Policy Research. Manhattan Institute for Policy Research. https://eric.ed.gov/?id=ED594228 In this article, Winters compared the alarming rates of student and teacher turnover in charter schools than traditional schools in the United States. The focus was principals in New York city in charter schools between 2007 and 2013. The outcome is that the charter schools in New York excel academically, but still there needs to be a decrease of principal turnover in charter schools.

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13 The article used quantitative methodology to compare student demographics of charter and traditional schools with the names of their principals and their test scores. The findings led the researcher to ineffective data due to the schools not receiving school grades and the Department of Education not publishing principal names.

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