A Bargain Half Fulfilled

Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools

Datos Bibliográficos

ID8220972
AutoresZachary W Oberfield (0000-0001-9418-3693, Haverford College, autor de correspondencia)
Año2016
Volumen53
Número2
Páginas296-323
Fecha de publicación2016-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAmerican Educational Research Journal (JOURNAL)
Identificadores de la revistaISSN: 0002-8312 • E-ISSN: 1935-1011
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0002831216634843
OpenAlexW2326749239
IdiomaEN
Citas recibidas13
Referencias citadas44

Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is unclear what the franchising of the PCS sector—the growth of schools run by educational management organizations (EMOs)—means for teacher autonomy and accountability. Using nationally representative survey data, this article compares teachers’ perceptions of autonomy and accountability in PCS and TPS and in EMO-run and non-EMO-run PCS. It shows that teachers in PCS reported greater autonomy than teachers in TPS; similarly, teachers in non-EMO-run schools indicated greater autonomy than teachers in EMO-run schools. However, there were no differences in perceptions of accountability across these different school types

Accountability · Autonomy · Charter · Mathematics education · Pedagogy · Perception · Political science · Public relations · Psychology · School Choice and Performance