You’re Leaving? Sustainability and Succession in Charter Schools
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Seventy-one percent of charter school leaders surveyed for this study say they expect to leave their schools within five years. For the nation’s 5,000 charter schools, this raises important questions. Who will be ready to take over? How will the school maintain its instructional program and culture from leader to leader? How does a school survive founder transitions? Where will new leaders come from and how can they be ready to lead existing schools?
The Center on Reinventing Public Education (CRPE) at the University of Washington spent four years studying charter school teachers and leaders: CRPE’s survey of 400 charter school leader respondents and fieldwork in 24 charter schools in California, Hawaii, and Texas has yielded important insights into these questions and the future of maturing charter schools.
CRPE’s research finds that many charter schools are unprepared when it comes to leadership turnover. Only half
Seventy-one percent of charter school leaders surveyed for this study say they expect to leave their schools within five years. For the nation’s 5,000 charter schools, this raises important questions. Who will be ready to take over? How will the school maintain its instructional program and culture from leader to leader? How does a school survive founder transitions? Where will new leaders come from and how can they be ready to lead existing schools?
The Center on Reinventing Public Education (CRPE) at the University of Washington spent four years studying charter school teachers and leaders: CRPE’s survey of 400 charter school leader respondents and fieldwork in 24 charter schools in California, Hawaii, and Texas has yielded important insights into these questions and the future of maturing charter schools.
CRPE’s research finds that many charter schools are unprepared when it comes to leadership turnover. Only half
Ignoring value-added typically lowers the reliability of personnel decisions about teachers
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The evaluation of teachers based on the contribution they make to the learning of their students, value-added, is an increasingly popular but controversial education reform policy. In this report, Brookings Institution highlights and tries to clarify four areas of confusion about value-added.
The first is between value-added information and the uses to which it can be put. One can, for example, be in favor of an evaluation system that includes value-added information without endorsing the release to the public of value-added data on individual teachers.
The second is between the consequences for teachers vs. those for students of classifying and misclassifying
The evaluation of teachers based on the contribution they make to the learning of their students, value-added, is an increasingly popular but controversial education reform policy. In this report, Brookings Institution highlights and tries to clarify four areas of confusion about value-added.
The first is between value-added information and the uses to which it can be put. One can, for example, be in favor of an evaluation system that includes value-added information without endorsing the release to the public of value-added data on individual teachers.
The second is between the consequences for teachers vs. those for students of classifying and misclassifying
