Heterogeneous Effects of Charter Schools: Unpacking Family Selection and Achievement Growth in Los Angeles

Autor/inn/en	Shin, Hyo Jeong; Fuller, Bruce; Dauter, Luke
Titel	Heterogeneous Effects of Charter Schools: Unpacking Family Selection and Achievement Growth in Los Angeles
Quelle	In: Journal of School Choice, 11 (2017) 1, S.60-94 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2016.1238278
Schlagwörter	Charter Schools; Traditional Schools; Public Schools; Institutional Characteristics; Teacher Competencies; Family Characteristics; Socioeconomic Status; Academic Achievement; Student Characteristics; Instructional Program Divisions; Elementary Secondary Education; Ethnic Groups; Racial Differences; Quasiexperimental Design; School Based Management; Governance; Standardized Tests; Student Records; Longitudinal Studies; Regression (Statistics); Least Squares Statistics; California (Los Angeles) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Traditioneller Unterricht; Public school; Öffentliche Schule; Lehrkunst; Socio-economic status; Sozioökonomischer Status; Schulleistung; Ethnie; Rassenunterschied; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Standadised tests; Standardisierter Test; Schülerakte; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse
Abstract	Disparate findings on whether students attending charter schools outperform peers in traditional public schools (TPS) may stem from mixing differing types of charters or inadequately accounting for pupil background. To gauge prior family selection and heterogeneous effects, we distinguish between conversion and start-up charter schools, along with a third site-run model operating in the Los Angeles Unified School District (LAUSD). We find that TPS campuses converting to charter status (conversions) attracted more experienced and consistently credentialed teachers, and served relatively advantaged families, compared with newly created charter schools (start-ups), after tracking 66,000 students over 4 years, 2007-2011. Charters overall attracted pupils achieving at higher levels as they began a grade cycle (at baseline), relative to TPS peers, most pronounced among conversions that remained affiliated with the district. After matching students on their propensities to enter a charter school, we find that pupils attending charters outperformed TPS peers over the 4-year period. These benefits are most consistent and moderate in magnitude for middle school students. We observed significant though small effects in English language arts for pupils attending charter high schools. Latino students, mostly attending start-ups, enjoyed consistent benefits from attending a charter school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01