Teacher Value-Added in Charter Schools and Traditional Public Schools

This descriptive study by Umut Ozek, Celeste Carruthers, and Kristian Holden examines how traditional public school teachers and charter school teachers compare in quality using Florida’s state-generated value-added measures. The authors find higher average teacher value-added in charter schools when comparing teachers in high poverty districts; these differences appear to be driven by continued value-added returns to time teaching in the charter sector. However, the authors find no differences in low poverty districts.