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Author: William Sampson
Publisher: IAP
ISBN: 168123436X
Category : Education
Languages : en
Pages : 100
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Book Description
The book compares the standardized test scores of both elementary and high schools charter schools with the scores for regular public schools located nearby. It examines the position supported by charter school advocates that charter schools should be supported because they outperform regular public schools. Given that charter schools in Chicago have enjoyed a great deal of support from the past two mayors, and that they make up some 20% of all public schools in the city, Chicago is the perfect location in which to examine this critical issue. Charter schools siphon money and in theory better students from regular public schools at a time when public schools in almost every big city faces financial difficulties. Teachers unions oppose them, as do most liberal scholars. Conservatives and big business support them, as do most conservative scholars. The existence of charter schools is a most divisive issue! Yet, little real data exist to allow us to properly judge the effectiveness of charters. The current work changes that by examining test data in a sophisticated manner that allows comparisons between charters and regular schools. This work should move the debate forward, but will no doubt generate controversy as well.
Author: William Sampson
Publisher: IAP
ISBN: 168123436X
Category : Education
Languages : en
Pages : 100
Get Book Here
Book Description
The book compares the standardized test scores of both elementary and high schools charter schools with the scores for regular public schools located nearby. It examines the position supported by charter school advocates that charter schools should be supported because they outperform regular public schools. Given that charter schools in Chicago have enjoyed a great deal of support from the past two mayors, and that they make up some 20% of all public schools in the city, Chicago is the perfect location in which to examine this critical issue. Charter schools siphon money and in theory better students from regular public schools at a time when public schools in almost every big city faces financial difficulties. Teachers unions oppose them, as do most liberal scholars. Conservatives and big business support them, as do most conservative scholars. The existence of charter schools is a most divisive issue! Yet, little real data exist to allow us to properly judge the effectiveness of charters. The current work changes that by examining test data in a sophisticated manner that allows comparisons between charters and regular schools. This work should move the debate forward, but will no doubt generate controversy as well.
Author: Douglas N. Harris
Publisher: University of Chicago Press
ISBN: 022669478X
Category : Education
Languages : en
Pages : 320
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Book Description
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.
Author: Julia A. Gwynne
Publisher: Consortium on Chicago School Research
ISBN: 9780997507362
Category :
Languages : en
Pages : 80
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Book Description
This study-the Consortium's first in-depth look at charter high schools-examines four key dimensions of charter high schools in Chicago Public Schools (CPS): school organization and policies; incoming skills and characteristics of charter high school enrollees; school transfers; and student performance. It expands the existing research base on charter schools in important ways by moving beyond test scores to look at a range of outcomes, and by examining variation among charter high schools. This study finds differences between charter and non-charter high schools in CPS in terms of students' incoming characteristics, performance in high school, and performance on post-secondary outcomes. It also finds variation on outcomes across charter schools. The study finds charter high schools in Chicago enroll students with higher eighth-grade attendance but similar or lower eighth-grade test scores than non-charter high schools. Once enrolled, students in charter high schools reported more challenging instruction, had higher attendance, and had higher test scores, on average, compared to students in non-charter high schools with similar attendance and test scores in the middle grades. Rates of four-year college enrollment and enrollment in more selective colleges were higher, on average, for students at charter schools than similar students at non-charter high schools. Using the five essentials framework to measure school climate, the study finds, on average, CPS charter high schools looked similar to non-charter, non-selective schools on some dimensions of organizational capacity, such as leadership, but looked quite different on other dimensions, such as preparation for post-secondary. At the same time, the study finds charter high school students were more likely to transfer schools between 9-12th grade than similar students in non-charter high schools. By the beginning of the fourth year of high school, 24.2 percent of students who began high school in a charter school transferred to another school in the district, compared to 17.2 percent of non-charter students. The majority of students who transferred by the beginning of their second year in high school transferred to a CPS non-charter high school. Transfer rates were highest in low-performing or recently-opened charter high schools. The study did not look at the reasons students transferred. Notably, the study also finds substantial variation across charter schools on test scores, college enrollment, and college selectivity. After controlling for differences in students' incoming skills, experience, and background characteristics, there was far more variation among charter schools on these outcomes, than among non-charter schools.
Author: Illinois State Board of Education (1973- )
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 36
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Author: Greg J. Duncan
Publisher: Harvard Education Press
ISBN: 1612506364
Category : Education
Languages : en
Pages : 233
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Book Description
In this landmark volume, Greg J. Duncan and Richard J. Murnane lay out a meticulously researched case showing how—in a time of spiraling inequality—strategically targeted interventions and supports can help schools significantly improve the life chances of low-income children. The authors offer a brilliant synthesis of recent research on inequality and its effects on families, children, and schools. They describe the interplay of social and economic factors that has made it increasingly hard for schools to counteract the effects of inequality and that has created a widening wedge between low- and high-income students. Restoring Opportunity provides detailed portraits of proven initiatives that are transforming the lives of low-income children from prekindergarten through high school. All of these programs are research-tested and have demonstrated sustained effectiveness over time and at significant scale. Together, they offer a powerful vision of what good instruction in effective schools can look like. The authors conclude by outlining the elements of a new agenda for education reform. Restoring Opportunity is a crowning contribution from these two leading economists in the field of education and a passionate call to action on behalf of the young people on whom our nation’s future depends. Copublished with the Russell Sage Foundation
Author: Illinois State Board of Education (1973- )
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 50
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Book Description
Author: Illinois State Board of Education (1973- )
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 104
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Book Description
Author: Robin J. Lake
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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Book Description
In the past eight years, Chicago has created an excellent charter school model with help from across the city. Mayor Richard Daley supported the reform, Chicago Public Schools developed a thoughtful and proactive approval process, business and civic leaders championed the movement and provided technical support, and teachers and community groups accepted the challenge of opening new schools. All deserve credit for the success to date. Renaissance 2010 will dramatically alter the landscape for Chicago's charters during the next five years. Hopefully, all of these actors can pull together again and make the Renaissance 2010 initiative an equally historic success. There are challenges ahead, but there is also more than enough capacity in the "city of big shoulders" to tackle this one. This report examines the history and future of charter schools in the "Land of Lincoln" and how they are being used to spur education reform, reach underserved populations, and reinvigorate urban areas. It also recommends changes at the state level to boost the chances of success for Chicago's Renaissance 2010 plan. [This report is a product of the 21st Century Schools Project.].
Author: Kevin Booker
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 34
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Author: Raynard Sanders
Publisher: Beacon Press
ISBN: 0807076074
Category : Education
Languages : en
Pages : 146
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Book Description
How charter schools have taken hold in three cities—and why parents, teachers, and community members are fighting back Charter schools once promised a path towards educational equity, but as the authors of this powerful volume show, market-driven education reforms have instead boldly reestablished a tiered public school system that segregates students by race and class. Examining the rise of charters in New Orleans, Chicago, and New York, authors Raynard Sanders, David Stovall, and Terrenda White show how charters—private institutions, usually set in poor or working-class African American and Latinx communities—promote competition instead of collaboration and are driven chiefly by financial interests. Sanders, Stovall, and White also reveal how corporate charters position themselves as “public” to secure tax money but exploit their private status to hide data about enrollment and salaries, using misleading information to promote false narratives of student success. In addition to showing how charter school expansion can deprive students of a quality education, the authors document several other lasting consequences of charter school expansion: • the displacement of experienced African American teachers • the rise of a rigid, militarized pedagogy such as SLANT • the purposeful starvation of district schools • and the loss of community control and oversight A revealing and illuminating look at one of the greatest threats to public education, Twenty-First-Century Jim Crow Schools explores how charter schools have shaped the educational landscape and why parents, teachers, and community members are fighting back.
