Doctoral Student, Rutgers Graduate School of Education
Policy Brief: Weber_CamdenTransformationsFINAL
This brief examines the 2015 “transformation” plan of the Camden City Public Schools, which will transfer five district schools to charter management organizations. When using New Jersey’s growth measures, adjusted for student demographics, I find that these are not the “most struggling schools” in Camden, as the district asserts.
Staff at these schools must reapply for their positions, but are not guaranteed employment. I find that this consequence affects Camden’s black teachers more than its white teachers, even when controlling for school-wide growth measures and student body characteristics. Using a logistic regression model, black staff are 1.6 times more likely to face an employment consequence than white staff. Similarly, staff with 5 to 24 years of experience are between 2.3 and 3.4 times more likely to face this consequence than staff with less than 5 years of experience.
Previous research suggests the loss of experienced teachers and teachers whose race aligns with students could negatively impact student achievement. At the same time, there is little evidence to suggest the charter management organizations taking over transformed schools will fare any better at improving test-based student outcomes.
CCPS should immediately release its methodology for identifying the transformation schools as the “most struggling” in the district, and justify the potential loss of experienced and black staff under its plan.