Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots. NBER Working Paper No. 15549

Autor/inn/en	Abdulkadiroglu, Atila; Angrist, Joshua; Dynarski, Susan; Kane, Thomas J.; Pathak, Parag
Institution	National Bureau of Economic Research
Titel	Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots. NBER Working Paper No. 15549
Quelle	(2009) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Attendance Patterns; Collective Bargaining; Scores; Accountability; Academic Achievement; Correlation; Urban Schools; School Districts; Public Schools; Achievement Gains; Pilot Projects; Teacher Qualifications; Teacher Student Ratio; Teacher Characteristics; Student Characteristics; Elementary Schools; Middle Schools; High Schools; Racial Differences; Socioeconomic Status; Special Needs Students; Limited English Speaking; Mathematics Achievement; Reading Achievement; Writing Achievement; Massachusetts + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Tarifverhandlung; Verantwortung; Schulleistung; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Public school; Öffentliche Schule; Achievement gain; Leistungssteigerung; Pilot project; Modellversuch; Pilotprojekt; Lehrqualifikation; Lehrer-Schüler-Relation; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Sonderpädagogischer Förderbedarf; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Master-Studiengang
Abstract	Charter schools are publicly funded but operate outside the regulatory framework and collective bargaining agreements characteristic of traditional public schools. In return for this freedom, charter schools are subject to heightened accountability. This paper estimates the impact of charter school attendance on student achievement using data from Boston, where charter schools enroll a growing share of students. We also evaluate an alternative to the charter model, Boston's pilot schools. These schools have some of the independence of charter schools, but operate within the school district, face little risk of closure, and are covered by many of same collective bargaining provisions as traditional public schools. Estimates using student assignment lotteries show large and significant test score gains for charter lottery winners in middle and high school. In contrast, lottery-based estimates for pilot schools are small and mostly insignificant. The large positive lottery-based estimates for charter schools are similar to estimates constructed using statistical controls in the same sample, but larger than those using statistical controls in a wider sample of schools. The latter are still substantial, however. The estimates for pilot schools are smaller and more variable than those for charters, with some significant negative effects. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10