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ReserarchID
OFLHG
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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In this study, the extent to which differences were present in teacher characteristics between charter elementary and traditional public elementary schools in Texas was addressed. The Moreno and Slate (2016) study was replicated in this investigation to determine whether the percentage of beginning teachers continued to be the major school characteristic that most differentiated charter schools from traditional public schools. Participants in this study were charter and traditional publicelementary schools in Texas in the 2014-2015 school year. Canonical stepwise discriminant analyses were conducted to determine whether teacher characteristics (i.e., base salary average, teacher tenure average, teacher experience, beginning teachers, teachers with no degree, teachers with bachelor’s degree, teachers with master’s degree, teachers with doctoral degree, Blackteachers, Hispanic teachers, male teachers, and female teachers) could differentiate charter elementary schools from traditional public elementary schools.
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