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1.
Many most well-known charter schools in the United States use a “No Excuses” approach. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies. We estimate that No Excuses charter schools increase student math and literacy achievement by 0.25 and 0.17, respectively, for approximately each year of attendance. These are large and meaningful gains. Moreover, these effects are substantially larger than those of attending other kinds of charter schools. We discuss policy implications and offer necessary caveats. 相似文献
2.
The vast majority of literature on school choice, and charter schools in particular, focus on attending an elementary or middle school grades and often focus on test scores or other proximal outcomes. Much less is known about the long-term effects of attending a charter school in 9th grade. It is important to fill this information void for a few reasons. First, schools in general affect more than just students’ test scores. Second, secondary schools (including grades 9–12) make up a larger share of the charter sector. Third, school choice depends on freely available information for parents and students to make informed decisions about where to attend, including potential long-term benefits. We add to the empirical research on charter school effects by using a doubly-robust inverse probability weighted approach to evaluate the impacts of secondary charter school attendance on 9th grade behavioral outcomes and individuals propensity to commit crime and participate in elections as young adults in North Carolina, a state with a large and growing charter school sector. 相似文献
3.
Matthew T. Johnson Cleo Jacobs Johnson Scott B. Richman Alicia Demers Claudia Gentile Eric Lundquist 《Journal of School Choice》2017,11(3):399-425
The Kauffman School is a public charter school serving students from low-income neighborhoods in Kansas City, Missouri. This paper used a matched comparison group design to estimate the impacts of the Kauffman School on student achievement, attendance, and suspensions. We found that the Kauffman School had large positive impacts on student achievement in mathematics, reading, and science. This paper also used qualitative data to explore possible mechanisms for the school's effects. We found evidence that the Kauffman School's hallmarks are being implemented faithfully, and that stakeholders believe the school's methods are having a positive influence on students' attitudes and performance 相似文献
4.
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
5.
The question that drives this article is why some school districts decide to open up charter schools and others do not. Several answers are plausible: (a) entrepreneurial initiative, (b) structural explanations, and (c) spatial competition. We use data for the state of Wisconsin derived from extensive case studies of 19 charter schools and quantitative data on Wisconsin school district from state files and the U.S. Department of Education common core databases. We find evidence to support all three explanations for why districts “go charter.” First, in almost every school and district we visited for case studies, at the heart of either the district or the charter school, and often both, there were entrepreneurial administrators, school board members, teachers, or parents. Our evidence was anecdotal but very consistent across 19 case studies. Second, there are two general sets of structural characteristics that were shown to be quantitatively correlated with becoming a charter district. The first set comprised resource characteristics (size, federal revenue, and available seats); the second set comprised indicators of unmet students needs (the percentage of students eligible for free lunch). Finally, we argue and believe we provide significant evidence that competition is also a motivation for going charter. We posit that open enrollment and charter schools are working together to enhance the flows of students from homeschooling, private schools, dropouts, and other public school districts into charter school districts. Thus using several different indicators and models, estimating both which districts become charter districts and the flow and net gain directly from open enrollment, there is no question that charter schools are increasing competition for students in Wisconsin. 相似文献
6.
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
7.
Michael W. Kirst 《Peabody Journal of Education》2013,88(2-3):184-203
This article identifies supporters and opponents of charter schools at all levels of government and describes their motivations and behaviors. It is explained that state and local support for charter schools is most often determined by educational needs and material incentives. Different political contexts produce different charter school policies. For example, charter school legislation in Michigan was designed to increase competition among public schools. Legislation in Georgia served to deregulate public education after a period of increased state centralization. The article concludes that there is no cohesive state or local charter political pattern, given the variations in charter schools and their contexts. It remains unclear whether national charter school advocates have enough influence to expand the number of charter schools significantly. Local policymakers in areas with few educational pressures, such as some suburban communities, may resist change. Charter schools could end up as a marginal reform that impacts small numbers of students in urban centers, or continue their impressive growth, but it is state and local politics that will decide. 相似文献
8.
《Journal of School Choice》2013,7(1):67-84
ABSTRACT Virtually all state charter school legislation addresses teacher rights and working environment. Relationships with teacher unions are either specified in the law, or approval of the charter requires suitable provisions for employee hiring, firing, grievances, etc. Charter school evaluation almost without exception includes some references to these issues. This study uses an online survey to gather information gauging the effect of the ambient union environment on charter school practices and attitudes related to teacher rights and teacher participation in school administration and governance. In the first phase of a projected national study, three states were selected whose public sector collective bargaining environments are very different. Analysis of attitudes, practices, and demographics showed significant differences in views about teacher involvement in school governance, but little difference in views or practices concerning teacher unions in charter schools. Limited survey response resulted in collection methods which will be corrected in an anticipated national study. The online survey method of data collection is discussed. Implications for public policy and future charter school legislation are explored. Further studies should address variations in the impact of union involvement between public, private, and charter schools. 相似文献
9.
Since their introduction in the 1990s, charter schools have grown from a small-scale experiment to a ubiquitous feature of the public education landscape. The current study uses the legislative removal of a cap on the maximum number of charters in North Carolina as a natural experiment to assess the impacts of charter school growth on teacher quality and student composition in traditional public schools (TPS) at different levels of local market penetration. Using an instrumental variable difference-in-differences approach to account for endogenous charter demand, we find that intensive local charter entry reduces the inflow of new teachers at nearby TPS, leading to a more experienced and credentialed teaching workforce on average. However, we find that the entry of charters serving predominantly White students leads to reductions in average teacher experience, effectiveness, and credentials at nearby TPS. Overall these findings suggest that the composition of the teacher workforce in TPS will continue to change as charter schools further expand, and that the spillover effects of future charter expansion will vary by the types of students served by charters. 相似文献
10.
《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
11.
《Journal of School Choice》2013,7(3):145-175
ABSTRACT State-by-state comparison of charter school laws is complicated by the wide variation in terminology and by the idiosyncratic impact that interpretation and implementation by mid-level administrators has on the actual way in which charter school laws work. In this regard, each state is different and true comparison can best be accomplished by parallel studies conducted by local practitioners or researchers in each state. Also, longitudinal studies which trace the evolution of legislation over time provide greater insight into a state's charter school legislative environment in the same way that longitudinal studies of student achievement provide more information than one-point-in-time assessments. This paper describes the first of such studies; a combined content-analysis and policy assessment of current charter school legislation in the state of Hawai'i. The current statutes are traced through eleven drafts and a 58-page report from a public Task Force brought into being as the result of earlier legislation. Lessons, which might be applied in other states, are explored. Similar studies of legislation in other states are proposed. doi:10.1300/J467v01n03_13 相似文献
12.
Grant Clayton Christina Clayton Dick M. Carpenter III Gregory B. Ecks 《Journal of School Choice》2019,13(1):58-75
This study uses administrative data to measure the effect of attending a charter school in Denver, Colorado on the achievement of reclassified English as New Language (ENL) students during their monitor period in the mainstream classroom environment. We utilize school choice data from Denver’s Common Enrollment System (CES) to control for each school a family selected entering grade six, a typical time for a structural move, in order to better control of unobserved variable bias. Results indicate charter attendance increases achievement in mathematics and English on state testing. Charter school success in the CES environment provides insights for districts serving large numbers of ENL students. 相似文献
13.
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
14.
This study explores the ways in which school-imposed labeling in a “no-excuses” charter school that was explicitly designed for the purpose of benefiting Black students, impacts teachers’ perceptions of Black male students who were labeled as being high risk or struggling academically, and how these students perceive their own schooling experiences. A conceptual framework with the history of how and why Black masculinity is constructed as deviant and different in the context of U.S. schools, as well as the impact of labeling on Black male students’ learning and self-esteem are detailed. While centering the labeled-students’ experiences, we examine the interactions between key stakeholders (i.e., labeled-students, teachers/administrators, and non-labeled students) at the charter school and overall the findings speak clearly to how language of deficit and pathology impacted Black male students’ schooling experiences as they negotiate racial stigma as racialized bodies at a “no-excuses” public charter school. 相似文献
15.
美国的特许学校与我国的委托管理都是在公立学校改革过程中出现的新型管理方式,两者在背景因素、主体因素、管理方式等方面既有相同之处,也有不同之处。本文试图通过比较研究,辨析出美国特许学校和我国学校委托管理的特点,并且借鉴特许学校的优点,从法律、中介组织、绩效责任体制、管理自由度等方面,为我国学校委托管理进一步的发展提出建议。 相似文献
16.
A common criticism of charter schools is that they systematically remove or “counsel out” their lowest performing students. However, relatively little is currently known about whether low-performing students are in fact more likely to exit charter schools than surrounding traditional public schools. We use longitudinal student-level data from two large urban school systems that prior research has found to have effective charter school sectors–New York City and Denver, Colorado–to evaluate whether there is a differential relationship between low-performance on standardized test scores and the probability that students exit their schools by sector attended. We find no evidence of a differential relationship between prior performance and the likelihood of exiting a school by sector. Low-performing students in both cities are either equally likely or less likely to exit their schools than are student in traditional public schools. 相似文献
17.
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
18.
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
19.
Charter schools have garnered strong support over the past decade, however, opponents question this choice option on many grounds, including their effectiveness, accountability, equity, and sustainability. This paper addresses these concerns by synthesizing what we know from the literature on charter schools, exposing areas where evidence is lacking, conflicting or ambiguous, and assessing the overall maturation of charter school reform. To help answer the question of sustainability, we draw in part on findings from our in-progress, long-term case study of a conversion charter school. This ethnographic data reveals the existence of serious challenges for researchers and policymakers, but also provides useful guidance for the future direction of the charter school movement. 相似文献
20.
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