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The What Makes Schools Work Project

The What Makes Schools Work Project Marisa Cannata, Ellen Goldring, Xiu Cravens, Roberto Penaloza, Vanderbilt University Mark Berends, University of Notre Dame Marc Stein, Johns Hopkins University

december
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The What Makes Schools Work Project

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  1. The What Makes Schools Work Project Marisa Cannata, Ellen Goldring, Xiu Cravens, Roberto Penaloza, Vanderbilt University Mark Berends, University of Notre Dame Marc Stein, Johns Hopkins University These papers are supported by the National Center on School Choice, which is funded by a grant from the U.S. Department of Education's Institute of Education Sciences (IES) (R305A040043). All opinions expressed in this paper represent those of the authors and not necessarily the institutions with which they are affiliated or the U.S. Department of Education. All errors in this paper are solely the responsibility of the authors. For more information, please visit the Center website at www.vanderbilt.edu/schoolchoice/. June 2010

  2. Conceptual Model 2

  3. Examples of Research Questions • How do leadership practices vary among school types? • How much do organizational settings and teaching structures moderate the effects of school type on teacher professional community? • Does the promotion of in-school organizational conditions and improved teacher press for learning in charter schools relate to student achievement? • How do instructional practices differ between charter and traditional public school teachers? • Who teaches in charter schools and why? 3

  4. School Sampling Frame for 2007-08 Schools tested by Northwest Evaluation Association (NWEA) • Fall-Spring student achievement data • 320 schools of choice • 221 charter public schools • 67 magnet public schools • 32 private • 5,864 traditional public schools • 337 after applying matching criteria

  5. Matching Criteria for Choice & TPS • School zip codes used to identify list of public schools • Same state • Geographic proximity • Grade level configuration • Percentage of students tested • School-level demographic data • Common Core of Data (CCD) (2005-06) • Private School Survey (PSS) • Free and reduced price lunch • Race/ethnicity • Allowed many-to-many matches

  6. School Participation & Response Rates • 284 schools agreed to participate • Participation rate: 51% Charter, 49% Magnet, 53% Private, 34% TPS • Survey response rate • for principals was 78% • for teachers was 74%

  7. Methodological Concerns • What do we mean by a high quality match? • Difficulties in matching process • Need for replacement schools • Always of lower match quality • Explored match quality through final sample and two subsamples • Matched pairs within 20 miles • CS matched to TPS within 20 miles with closest propensity score • Diversity within the charter sector • Affiliations with management organizations 7

  8. Match Quality

  9. Charter Affiliation 9

  10. Who Teaches in Charter Schools and Why? • Teachers are most important resource for schools • School choice theory predicts charter schools will use their flexibility to recruit different types of teachers Research Questions: • How do teacher qualifications and characteristics differ between charter and TPS? • How do teacher preferences for where to work vary by school type? 10

  11. College Selectivity by Charter Affiliation 11

  12. Teacher Job Preferences

  13. Preference for Job Security 13

  14. Predicting Preference for Job Security Note: Other dependent variables include teacher qualifications and characteristics. 14

  15. Conclusions

  16. www.vanderbilt.edu/schoolchoice National Center on School Choice 16

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