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1.
This paper uses student level data from New York City to study the relationship between a public school losing enrollment to charter school competitors and the academic achievement of students who remain enrolled in it. Geographic measures most often used to study the effect of school choice policies on public school student achievement are not well suited for densely populated urban environments. I adopt a direct approach and measure charter school exposure as the percentage of a public school's students who exited for a charter school at the end of the previous year. Depending on model specification, I find evidence that students in schools losing more students to charter schools either are unaffected by the competitive pressures of the choice option or benefit mildly in both math and English. 相似文献
2.
The first charter school law was passed in Minnesota in 1991 and with it, a new school reform movement began. After two decades, 41 states and Washington D.C. have adopted charter legislation. This special issue provides an opportunity for scholars to reflect upon the promises and limitations of charter schools and to offer policy advice for those in a position to influence future reforms. Together, the papers within this special issue examine the achievement effects of charter schools, their cost effectiveness, the competitive pressure created by charter schools, the degree to which charter schools are innovative and how some of the operational and policy features of charter schools may affect outcomes. 相似文献
3.
Since their inception, charter schools have been a lighting rod for controversy, with much of the debate revolving around their effectiveness in improving student achievement. Previous research has shown mixed results for student achievement; this could be the consequence of different policy environments or varying methodological approaches with differing assumptions across studies. In our analysis, we discuss these approaches and their assumptions and estimate charter school achievement effects using a consistent methodology across seven locations. 相似文献
4.
《Journal of School Choice》2013,7(4):63-76
Abstract This study compares achievement levels for high ability students attending charter schools and students in traditional public schools in Georgia. Researchers examined student achievement (as assessed by the state's Criterion-Referenced Competency Tests) using three comparison groups: students in the closest traditional schools with similar grade levels, schools with similar demographics, and comprehensive school reform schools. Hierarchical loglinear analysis was used to determine the impact of school type and student demographic variables on student achievement mobility (i.e., the degree to which students, from 2004 to 2005, moved into or out of the top 10% of each grade level on the CRT mathematics subtest). Results for the first comparison did not provide evidence of a significant relationship between school type and achievement mobility, but results for the second and third comparisons suggest that Black students generally experienced positive or neutral achievement mobility in traditional schools and negative mobility in charter schools; White students generally saw negative achievement mobility in traditional schools and neutral to positive mobility in charter schools. Implications for the study of gifted education and gifted students within charter schools are discussed. 相似文献
5.
Some economic guidelines for design of a charter school district 总被引：1，自引：0，他引：1
As the number of charter schools has grown nationally, there is increasing discussion of the consolidation of such schools into charter districts in which all schools would be charter schools from which parents would have the freedom to choose the school that they wished their student to attend. A major question is how such a charter school district would be organized to support its schools and who would perform the different functions required. It is argued that three economic guidelines need to be an important determinant of the solution to this question: the presence of economies of scale; transaction costs; and externalities. The article describes the application of these guidelines to the formation of a charter school district and suggests the different possibilities for addressing a range of important roles by schools, their districts and intermediate organizations and markets. 相似文献
6.
This paper draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts (Gleason et al., 2010) to describe the challenges associated with lottery-based research. In that study, covering 36 charter middle schools in 15 states, we found that charter schools did not affect student achievement or behavior on average, although there was substantial variation across schools. In this paper, we discuss the prevalence of oversubscribed charter schools at the time the study was conducted (the 2005–2006 and 2006–2007 school years), which was lower than commonly reported. We then describe how the sample of schools that participated in the study compared to all other charter middle schools nationwide, to provide some insight into the generalizabilty of findings from lottery-based studies. In general, oversubscribed charter schools were more likely to be located in urban areas and serve a higher-achieving population of students than those without excess demand. We also describe common features of school lotteries and waitlists, and examine implications of these features for a school's ability to support a lottery-based study. Finally, we summarize lessons learned for conducting lottery-based research on charter schools, drawing on our observations of the schools’ lotteries and analysis of the data from these lotteries. 相似文献
7.
A relatively small state, Utah presents an interesting case to study charter schools given its friendly policy environment and its significant growth in charter school enrollment. Based on longitudinal student-level data from 2004 to 2009, this paper utilizes two approaches to evaluate the Utah charter school effectiveness: (a) hierarchical linear growth models with matched sample, and (b) general methods of moments with student-fixed effects regressions. Both methods yield consistent results that charter schools on average perform slightly worse as compared to traditional public schools, a result that is primarily affected by the low effectiveness and high student mobility of newly opened charter schools. Interestingly, when charter schools gain more experience they become as effective as traditional public schools, and in some cases more effective than traditional public schools. This research has implications for local and state charter school policies, particularly policies that avoid “start-up” costs associated with new charter schools. 相似文献
8.
School innovation in district context: Comparing traditional public schools and charter schools 总被引：1，自引：0，他引：1
Market reforms in education are part of the educational policy landscape in many countries. Central to arguments for market reforms is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. We define innovation in terms of a practice's relative prevalence in a local district context. A charter school is innovative in its use of a practice if the traditional public schools in its local school district are not using that practice. We explore factors based on arguments for charter schools that may affect a charter schools’ propensity toward innovation to explain variation in levels of innovation across charter schools. We find that, on the whole, charter schools do not fulfill their promise of innovation. Teacher tenure is the most notable exception. Parental involvement is the only characteristic of charter schools that significantly predicts variation in levels of organizational innovativeness. 相似文献
9.
ABSTRACT To date, there is a paucity of research that examines differences between charter schools that operate in suburban and nonsuburban contexts. This article examines whether students in suburban charter schools perform better or worse than their counterparts in traditional public schools or students in urban charter schools. Boasting the largest and most diverse charter school population in the United States, California offers a fertile urban-suburban context for the study of geographically differentiated charter school impacts and, thus, serves as the focus of our study. The student achievement data (2009–2010, 2010–2011 and 2011–2012 school years) for this study come from the California Department of Education. Using propensity score matching and virtual control records, our findings show that suburban charter schools do not improve academic achievement relative to the matched comparison group of traditional public schools. Suburban charter schools (namely, charters in high-income areas) are largely ineffective and appear to leave their students’ achievement unchanged or diminished. This study adds to the existing literature by examining the effects of charter schools on the neighborhoods in which they operate. Methodologically, another important contribution of this study is that it supplements traditional selection criteria for suburban charters (NCES classification) with census-based neighborhood factors. Finally, this study provides evidence of the broader implications of school choice policies in a suburban setting. 相似文献
10.
Lisa M. Shoaf 《The American journal of distance education》2013,27(4):185-198
This study examines data from focus group discussions with parents, students, and teachers at an online charter school. Standardized achievement test scores of children at the online charter school are compared with those in a similar school and across the state. Overall, the constituents involved in the online charter school were satisfied with the school's educational service. Students at the charter school performed lower than the state average of all schools (including public schools), but they performed better when compared to a similar school as defined by the state board of education. The online charter school experienced improvement in the report card rating from a designation of “Academic Watch” to “Continuous Improvement.” Evidence from constituent satisfaction and increasing student achievement suggests that the online charter school in this study is becoming competitive with traditional public schools. 相似文献
11.
Two quasi-experimental methods – fixed effects (FE) and virtual control records (VCR) – were used to measure charter schooling in 14 states and two districts. The new VCR method uses all available observable charter student characteristics and prior performance to create a composite comparison record. A head-to-head comparison of the FE and VCR methods used the same charter students to test the FE control (e.g., the charter student's own traditional public school experience) and the VCR for equivalence. The comparison produced highly similar estimates; charter coefficients were identical in sign and significance and of the same general magnitudes. In an analysis of the sampling fractions included in each method using all available tested charter students, the VCR method was found to produce more generalizable results. In the policy analysis, charter school quality was found to be demographically and geographically uneven with only 19 percent of charter schools outperforming their local markets. 相似文献
12.
Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership. 相似文献
13.
William H. Jeynes 《Peabody Journal of Education》2013,88(3):305-335
An extensive meta-analysis, including 90 studies, was undertaken on the effects of religious private schools, charter schools, and public schools. The study explores the relationship between each of these school types and student outcomes. Additional analyses were done to determine the strengths and weaknesses of these institutions in a broad sense. The results indicate that attending private religious schools is associated with the highest level of academic achievement among the three school types, even when sophisticated controls are used to adjust for socioeconomic status. Students from public charter schools, however, performed no better than their counterparts in other public schools. Supplementary analyses indicate several ways that educators from religious and public schools can learn from one another. 相似文献
14.
Leonard J. Waks 《Educational theory》2010,60(6):665-681
In this essay, Leonard Waks reconsiders the issue of the public character of charter schools, that is, schools funded through public taxation but operated by non‐state organizations such as nonprofit and for‐profit educational corporations and nongovernmental public interest organizations. Using John Dewey's conception of a democratic public as a framework, Waks examines the following questions: (1) Are schools chartered and funded by government, but operated by nonprofit nongovernmental organizations, ever appropriate instruments of a democratic public? (2) If so, what criteria might distinguish those that are appropriate from those that are not? (3) How might public education be re‐institutionalized so as to include the charter schools that are appropriate? Waks concludes that Dewey's theory of democratic publics can play a useful role in thinking about how to balance the democratic benefits of charter schools for the various subcommunities of our society with the democratic requirement of broad public discourse and intergroup education. 相似文献
15.
《Journal of School Choice》2013,7(3):55-62
ABSTRACT The reform movement embracing charter schools is based largely on the promise that these autonomous schools will out-perform public schools plagued by bureaucratic administration-an expectation reflected in the federal NCLB law. However, the many state-based reports have been mixed, and previous national studies have suffered from serious methodological shortcomings. In a multi-dimensional analysis of a large and comprehensive dataset, we found charter elementary schools performing at a level beneath those of non-charter public schools, even after accounting for differences in student demographics and school location. In view of this and previous studies, the best current estimate of the performance of charter schools is that any academic advantage is negligible, isolated, or even negative relative to achievement in non-charter public schools. Implications regarding the premise of the federal law are considered. doi:10.1300/J467v01n03_07 相似文献
16.
17.
The impact of charter schools on the efficiency of traditional public schools: Evidence from Michigan 总被引：1，自引：0，他引：1
This paper examines the competitive effects of charter schools on the efficiency of traditional public schools. The analysis utilizes a statewide school-level longitudinal dataset of Michigan schools from 1994 to 2004. Fixed effect and two alternative estimation methods are employed. Overall, the results suggest that charter competition had a negative impact on student achievement and school efficiency in Michigan's traditional public schools. The effect is small or negligible in the short run, but becomes more substantial in the long run. 相似文献
18.
Sarah Winchell Lenhoff Ben Pogodzinski 《Journal of Education for Students Placed at Risk》2018,23(1-2):153-169
ABSTRACTChronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines whether school organizational effectiveness has the potential to moderate external influences on chronic absenteeism. Using school-level scores from the 5Essentials surveys, we find that, in traditional public schools, schools that are organized for effectiveness have lower rates of chronic absenteeism, while controlling for student demographics and grade level. In particular, schools with higher scores for “involved families” have lower chronic absenteeism. While charter schools in Detroit have significantly lower rates of chronic absenteeism than traditional public schools, we did not find an association between organizational effectiveness and chronic absenteeism in charter schools. This suggests that student sorting by school type may produce variation in chronic absenteeism rates that is not moderated by school actions. These findings have important implications for practice and policy, as educators seek to reduce chronic absenteeism in response to pressures from high-stakes accountability systems. 相似文献
19.
Leesa M. Foreman 《School Leadership & Management》2018,38(3):242-258
Reflecting post-bureaucratic organisation theory, education reformers intended charter schools to empower school-level leaders, most typically principals, with autonomy to pursue clear, student-centred missions. Yet little research explores whether charter school principals have more power than traditional public school counterparts. We summarise the limited literature addressing the issue. Second, we present findings from interviews with nine charter leaders from six US states who have experience in leading both charter and traditional public schools, a unique data set. Both prior research and our findings suggest that generally, leaders feel more likely to be held accountable for results in charter schools than in traditional public schools. Furthermore, without oversight from school boards and central office administrators, charter leaders report having more power over budget and personnel, and more ability to collaborate with teachers. At the same time, standalone charter leaders report needing business support and training, while those from charter management organizations feel free to focus on academic success. 相似文献
20.
Roelande H. Hofman 《School Effectiveness & School Improvement》2013,24(4):308-331
The purpose of this research project is to investigate if characteristics of school boards and their administrative control do explain variance among schools in pupil achievement in the cognitive domain. A combination of findings of research on school effectiveness and organizational effectiveness, gives the ground for the framework of school boards’ administrative control used in this study. A random sample of 133 school boards and one specific primary school, selected out of the total number of schools they oversee, was drawn. The findings show that characteristics of school boards do explain variance in cognitive achievement. Even after controlling for student background and school characteristics, school boards do make a difference. School boards that involve school team and parents (committee) in their decision‐making process manage schools with relatively better results in the cognitive domain. 相似文献