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Author: Christie Blazer
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
During the 2008-09 school year, over 5,000 charter schools operated in 40 states and Washington, D.C. and were attended by over 1.5 million students, or about three percent of the nation's public school students. Although the first U.S. charter schools opened in 1992, debate continues over whether they provide students with a better education than traditional public schools. This Information Capsule reviews studies that compared the achievement of students attending charter and traditional public schools and found mixed results. Most studies have found that charter schools produce achievement gains that are about the same or lower than those found in traditional public schools, although a few studies have concluded that charter schools have a positive effect on student achievement. These inconsistent findings have led some researchers to conclude that the rapid growth of the charter school movement has significantly outpaced the evidence supporting its impact on student achievement. Because there is such wide variation from state to state in charter schools' mission, funding, student populations, size, grade level coverage, and independence from regulations and teacher contracts, there may never be a single definitive study that determines if charter or traditional public schools provide students with better learning opportunities. This Information Capsule also reviews research comparing the qualifications of teachers at charter schools and traditional public schools and student segregation in charter schools. Most studies have found that charter school teachers have less teaching experience than teachers at traditional public schools. In addition, charter schools appear to intensify racial and economic segregation. Finally, information on charter schools operating within the state of Florida and in Miami-Dade County is provided. A more comprehensive Literature Review on charter school research is available at Research Services' Web site (http://drs.dadeschools.net). The Literature Review also summarizes research conducted in the following areas: student achievement at new versus more established charter schools; student achievement at conversion versus start-up charter schools; student mobility at charter schools; charter school teacher attrition rates; demographic characteristics of students attending charter schools; and the impact of charter school competition on the achievement of students remaining in traditional public schools. (Contains 4 tables.).
Author: Christie Blazer
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
During the 2008-09 school year, over 5,000 charter schools operated in 40 states and Washington, D.C. and were attended by over 1.5 million students, or about three percent of the nation's public school students. Although the first U.S. charter schools opened in 1992, debate continues over whether they provide students with a better education than traditional public schools. This Information Capsule reviews studies that compared the achievement of students attending charter and traditional public schools and found mixed results. Most studies have found that charter schools produce achievement gains that are about the same or lower than those found in traditional public schools, although a few studies have concluded that charter schools have a positive effect on student achievement. These inconsistent findings have led some researchers to conclude that the rapid growth of the charter school movement has significantly outpaced the evidence supporting its impact on student achievement. Because there is such wide variation from state to state in charter schools' mission, funding, student populations, size, grade level coverage, and independence from regulations and teacher contracts, there may never be a single definitive study that determines if charter or traditional public schools provide students with better learning opportunities. This Information Capsule also reviews research comparing the qualifications of teachers at charter schools and traditional public schools and student segregation in charter schools. Most studies have found that charter school teachers have less teaching experience than teachers at traditional public schools. In addition, charter schools appear to intensify racial and economic segregation. Finally, information on charter schools operating within the state of Florida and in Miami-Dade County is provided. A more comprehensive Literature Review on charter school research is available at Research Services' Web site (http://drs.dadeschools.net). The Literature Review also summarizes research conducted in the following areas: student achievement at new versus more established charter schools; student achievement at conversion versus start-up charter schools; student mobility at charter schools; charter school teacher attrition rates; demographic characteristics of students attending charter schools; and the impact of charter school competition on the achievement of students remaining in traditional public schools. (Contains 4 tables.).
Author: Christie Blazer
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
During the 2008-09 school year, over 5,000 charter schools operated in 40 states and Washington, D.C. and were attended by over 1.5 million students, or about three percent of the nation's public school students. Although the first U.S. charter schools opened in 1992, debate continues over whether they provide students with a better education than traditional public schools. This Literature Review summarizes studies that compared the achievement of students attending charter and traditional public schools and found mixed results. Most studies have found that charter schools produce achievement gains that are about the same or lower than those found in traditional public schools, although a few studies have concluded that charter schools have a positive effect on student achievement. These inconsistent findings have led some researchers to conclude that the rapid growth of the charter school movement has significantly outpaced the evidence supporting its impact on student achievement. Because there is such wide variation from state to state in charter schools' mission, funding, student populations, size, grade level coverage, and independence from regulations and teacher contracts, there may never be a single definitive study that determines if charter or traditional public schools provide students with better learning opportunities. In addition to reviewing studies conducted on overall charter school performance, this report summarizes research that examined the following issues: student achievement at new versus more established charter schools; student achievement at conversion versus start-up charter schools; student mobility at charter schools; charter school teacher attrition rates and qualifications; demographic characteristics of students attending charter schools; extent of segregation in charter schools; and the impact of charter school competition on the achievement of students remaining in traditional public schools. Finally, information on charter schools operating within the state of Florida and in Miami-Dade County is provided. (Contains 4 tables.).
Author: Mark Berends
Publisher: Routledge
ISBN: 1351572199
Category : Education
Languages : en
Pages : 304
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Book Description
Sponsored by the National Center on School Choice, a research consortium headed by Vanderbilt University, this volume examines the growth and outcomes of the charter school movement. Starting in 1992-93 when the nation’s first charter school was opened in Minneapolis, the movement has now spread to 40 states and the District of Columbia and by 2005-06 enrolled 1,040,536 students in 3,613 charter schools. The purpose of this volume is to help monitor this fast-growing movement by compiling, organizing and making available some of the most rigorous and policy-relevant research on K-12 charter schools. Key features of this important new book include: Expertise – The National Center on School Choice includes internationally known scholars from the following institutions: Harvard University, Brown University, Stanford University, Brookings Institution, National Bureau of Economic Research and Northwest Evaluation Association. Cross-Disciplinary – The volume brings together material from related disciplines and methodologies that are associated with the individual and systemic effects of charter schools. Coherent Structure – Each section begins with a lengthy introduction that summarizes the themes and major findings of that section. A summarizing chapter by Mark Schneider, the Commissioner of the National Center on Educational Statistics, concludes the book. This volume is appropriate for researchers, instructors and graduate students in education policy programs and in political science and economics, as well as in-service administrators, policy makers, and providers.
Author: Jodi Renee Abbott Smith
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
The focus of this descriptive research study was to compare charter and traditional public schools on the academic knowledge of fifth grade students as measured by Arizona's Instrument to Measure Standards (AIMS) in a suburb of a large southwestern city. This analysis also compared charter and traditional public schools on AYP status. It was hypothesized that there would be one type of school that demonstrated statistically higher achievement and more instances of meeting AYP. Data were collected over the course of the 2009, 2010 and 2011 school years. Between 2005 and 2011, charter schools grew at a higher rate than traditional public schools. The state of Arizona measures student achievement based on knowledge of the state academic standards as measured by the AIMS assessment. Twenty-seven matched pairs of charter and traditional public schools were compared on similar socioeconomic status, location and ethnicity. Student percentages were collected and analyzed using repeated measures factorial ANOVA. The analysis suggested no statistical difference in the academic achievement between charter and traditional public schools. It was also found that there was no statistical difference between the number of charter and traditional public schools who met AYP. Within a suburb of a large southwestern city, charter schools are growing in number, but do not significantly outperform their traditional public school counterparts.
Author: Tahereh Seyedbagheri
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
This study evaluates the academic success of charter schools compared to the academic achievement of traditional public schools in the state of Georgia. The study introduces the history of charter schools in America and their impact on the American public education system in the years since the first charter school was launched in Minnesota in 1992. A detailed literature review contextualizes the debate over charter schools and their performance as compared to traditional public schools. The study conducts an evaluation utilizing the Framework for Academic Quality which is a tool specifically designed by the National Consensus panel on Charter School Academic Quality to evaluate and assess the performance of charter schools. The study addresses six research questions and adopts an ex post facto research design to conduct quantitative analysis. The collected data is analyzed and compared using a causal-comparative approach. For this study, data were collected from the Georgia Achievement test scores documented by the Georgia Department of Education. The data reported on the passing rates of Criterion Referenced Competency Tests (CRCT) reading and math tests among 3rd and 5th graders during the study period did not seem to provide sufficient evidence to suggest any statistically significant difference between the academic performances of charter and public schools.
Author: Julian R. Betts
Publisher: R&L Education
ISBN: 160709360X
Category : Education
Languages : en
Pages : 238
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Book Description
This book breaks new ground on how policymakers and journalists can fairly assess charter school performance. The editors and authors show how good approaches to charter school assessment would also work for regular public schools, which is important because of the requirements of No Child Left Behind.
Author: Priscilla Wohlstetter
Publisher: Harvard Education Press
ISBN: 1612505430
Category : Education
Languages : en
Pages : 272
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Book Description
As charter schools enter their third decade, research in this key sector remains overwhelmingly contradictory and confused. Many studies are narrowly focused; some do not meet the standards for high-quality academic research. In this definitive work, Wohlstetter and her colleagues isolate and distill the high-quality research on charter schools to identify the contextual and operational factors that influence these schools’ performances. The authors examine the track record of the charter sector in light of the wide range of goals set for these schools in state authorizing legislation—at the classroom level, the level of the school community, and system-wide. In particular, they show how the evolution of the charter movement has shaped research questions and findings. By highlighting what we know about the conditions for success in charter schools, the authors make a significant contribution to current debates in policy and practice, both within the charter sector and in the larger landscape of public education.
Author: Ron Zimmer
Publisher: Rand Corporation
ISBN: 0833034146
Category : Education
Languages : en
Pages : 313
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Book Description
Analyzes an array of issues pertaining to accessibility, student achievement, governance, and operation of charter schools in California. Four specific research questions were investigated: (1) What population of students attends charter schools? (2) Is student achievement higher in charter schools than in conventional public schools? (3) What oversight and support do the chartering authorities provide? (4) How do charter schools differ from their conventional public school counterparts in terms of their operation, including finances, academic achievement, and staffing?
Author: Jack Buckley
Publisher: Princeton University Press
ISBN: 1400831857
Category : Education
Languages : en
Pages : 358
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Book Description
Over the past several years, privately run, publicly funded charter schools have been sold to the American public as an education alternative promising better student achievement, greater parent satisfaction, and more vibrant school communities. But are charter schools delivering on their promise? Or are they just hype as critics contend, a costly experiment that is bleeding tax dollars from public schools? In this book, Jack Buckley and Mark Schneider tackle these questions about one of the thorniest policy reforms in the nation today. Using an exceptionally rigorous research approach, the authors investigate charter schools in Washington, D.C., carefully examining school data going back more than a decade, interpreting scores of interviews with parents, students, and teachers, and meticulously measuring how charter schools perform compared to traditional public schools. Their conclusions are sobering. Buckley and Schneider show that charter-school students are not outperforming students in traditional public schools, that the quality of charter-school education varies widely from school to school, and that parent enthusiasm for charter schools starts out strong but fades over time. And they argue that while charter schools may meet the most basic test of sound public policy--they do no harm--the evidence suggests they all too often fall short of advocates' claims. With the future of charter schools--and perhaps public education as a whole--hanging in the balance, this book supports the case for holding charter schools more accountable and brings us considerably nearer to resolving this contentious debate.
Author: Ron Zimmer
Publisher: Rand Corporation
ISBN: 0833047116
Category : Social Science
Languages : en
Pages : 162
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Book Description
Charter schools now exist in 40 states, but the best charter-school studies to date have focused on individual states. This book examines charter schools in eight states with varied policy contexts. It assesses the characteristics of charter schools' students, their effectiveness in raising student achievement and promoting graduation and college entry, and their competitive effects on student achievement in traditional public schools.
