Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals

Marisa Cannata () and Mimi Engel ()
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Marisa Cannata: National Center on School Choice, Vanderbilt University
Mimi Engel: Department of Leadership, Policy, and Organizations, Vanderbilt University

Education Finance and Policy, 2012, vol. 7, issue 4, 455-488

Abstract: The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals’ preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional public school principals. We compare regression-adjusted survey responses of charter and traditional public school principals to examine whether charter school principals report placing more emphasis on teacher hiring than principals in traditional public schools and whether principals’ preferences for teacher qualifications and characteristics vary between charter and traditional public schools. While we find some mean differences in principals’ reported hiring focus and preferences across charter and traditional public schools, regression results indicate that these differences are driven not by charter status but by school characteristics, such as average teacher experience and school enrollment. © 2012 Association for Education Finance and Policy

Keywords: charter schools; public schools; teacher hiring; school principals (search for similar items in EconPapers)
JEL-codes: I20 I21 (search for similar items in EconPapers)
Date: 2012
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