Playing to Type? Mapping the Charter School Landscape. Final Report

Autor/in	Carpenter, Dick M., II
Institution	Thomas B. Fordham Institute
Titel	Playing to Type? Mapping the Charter School Landscape. Final Report
Quelle	(2009), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Classification; Institutional Characteristics; Enrollment; Student Diversity; Academic Achievement; Traditional Schools; Vocational Schools; Nontraditional Education; Progressive Education; Open Enrollment; Selective Admission; Arizona; California; Florida; Michigan; Texas + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Classification system; Klassifikation; Klassifikationssystem; Einschulung; Schulleistung; Traditioneller Unterricht; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Non-traditional education; Alternative Erziehung; Reformpädagogik; Progressive Erziehung; Open entry; Offenes Bildungssystem; Bildungsselektion; Kalifornien
Abstract	Most discussions of charter schools assume that they are monolithic. While the media, researchers, and policymakers are obsessed with comparing charters to traditional public schools, there's been little interest in comparing different types of charter schools to one another--until now. This study--the first of its kind--categorizes the nation's charter schools into a robust typology according to their educational approaches. It also provides demographic information by type--how many are in each category, what their student populations look like, and so forth--and makes a first attempt at comparing their test scores. Appendices include: (1) Charter school typology with distribution by instructional sub-types; and (2) Adjusted, Absolute Means by Type. (Contains 6 figures.) [Foreword written by Chester E. Finn, Jr.] (ERIC).
Anmerkungen	Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.fordhaminstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10