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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: 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: 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:
Publisher:
ISBN:
Category : BUSINESS & ECONOMICS
Languages : en
Pages : 0
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Book Description
"We evaluated the Louisiana Department of Education’s (LDE) use of academic performance in the charter school renewal process. LDE’s process for renewing charter schools is important because the department is responsible for making a recommendation to the Board of Elementary and Secondary Education (BESE) about whether it should approve each charter school’s renewal application. This recommendation is based on a review of a school’s operations, including student academic performance, school financial performance, and compliance with various charter school requirements. According to BESE’s charter school regulations,1 academic performance is considered the primary indicator of school quality and, as a result, should play a key role in whether a charter school is recommended for renewal. BESE’s charter school regulations require LDE to monitor the performance of type 2, 4, and 5 charter schools and conduct renewal reviews of these schools’ charters. BESE is the authorizer for these three types of charter schools. From academic years 2011-12 through 2015- 16, there were 121 type 2, 4, and 5 charter schools that operated for at least one year, serving approximately 48,300 students per year. According to state law,2 at the end of a school’s charter term, BESE may renew the charter school after a thorough review. A charter school can be renewed for terms ranging from three to 10 years and cannot continue operating if not renewed. School Performance Scores (SPS) and their corresponding letter grades are used to determine the minimum length of a charter school’s renewal term. A charter school that meets expectations in other performance areas is eligible to have extra years added to the length of its charter term, as shown in Exhibit 1."--Introduction.
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:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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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: George Scott
Publisher: DIANE Publishing
ISBN: 1437982913
Category : Education
Languages : en
Pages : 44
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Book Description
Author: Ron W. Zimmer
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 12
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Book Description
The debate over charter schools often appears to be driven by theory and ideology, with little information on how the reform itself is affecting students. This occasional paper adds clarity to the debate by consolidating the results from the RAND Corporation2s comprehensive assessment of charter schools. A key feature of this assessment has been the use of individual student-level data to track students from school to school over time and to measure their test scores in traditional and charter schools. The analysis dispels many of the arguments from charter proponents or critics. The results show that test scores for charter school students are keeping pace with comparable students in traditional public schools. Similarly, minority students are performing no better in charter than in traditional classrooms, so charters are not affecting the achievement gap for these students. Charter proponents have also expected that competition from charters would improve the performance of traditional public schools, but the evidence does not support this contention. On a more positive note, charter schools have achieved comparable test score results with fewer public resources and have emphasized non-core subjects more than have traditional schools. In addition, the evidence shows that charter schools have not created 3white enclaves4 or 3skimmed4 high-quality students from traditional public schools, as critics feared. Finally, we discovered that school level operations varied considerably between charter and traditional schools, but these operational differences had little effect on student achievement.
Author:
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 70
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Book Description
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 76
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Book Description
