Do Charter Schools Improve Student Achievement?

Autor/inn/en	Clark, Melissa A.; Gleason, Philip M.; Tuttle, Christina Clark; Silverberg, Marsha K.
Titel	Do Charter Schools Improve Student Achievement?
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 4, S.419-436 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373714558292
Schlagwörter	Charter Schools; Academic Achievement; Middle Schools; Outcomes of Education; Comparative Analysis; Scores; Achievement Tests; Admission (School); Middle School Students; Disadvantaged Schools; Statistical Analysis; Attendance; Educational Policy; Program Evaluation; Experimental Groups; Control Groups; Student Characteristics; Reading Achievement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulleistung; Middle school; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle schools; Student; Students; Schüler; Schülerin; Statistische Analyse; Anwesenheit; Politics of education; Bildungspolitik; Programme evaluation; Programmevaluation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not admitted. We find that impacts varied considerably across schools and students, with more positive impacts for more disadvantaged schools and students and more negative impacts for the more advantaged. On average across the schools in the study, the impacts of charter middle schools on student achievement were negative but not statistically significant, regardless of whether we examined the impact of the offer of admission or actual attendance at these schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01