Sorting it Out: The Effects of Charter Expansion on Teacher and Student Composition at Traditional Public Schools

Since their introduction in the 1990s, charter schools have grown from a small-scale experiment to ubiquitous feature of public education landscape. The current study uses legislative removal cap on maximum number charters North Carolina as natural assess impacts school growth teacher quality and student composition traditional (TPS) at different levels local market penetration. Using an instrumental variable difference-in-differences approach account for endogenous demand, we find that intensive entry reduces inflow new teachers nearby TPS, leading more experienced credentialed teaching workforce average. However, serving predominantly White students leads reductions average experience, effectiveness, credentials TPS. Overall these findings suggest TPS will continue change further expand, spillover effects future expansion vary by types served charters.