Are Charter Schools Safer in Deindustrialized Cities with High Rates of Crime? Testing Hypotheses in Detroit

Autor/in	Hamlin, Daniel
Titel	Are Charter Schools Safer in Deindustrialized Cities with High Rates of Crime? Testing Hypotheses in Detroit
Quelle	In: American Educational Research Journal, 54 (2017) 4, S.725-756 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Charter Schools; Crime; School Safety; Hypothesis Testing; Comparative Analysis; Public Schools; Student Surveys; Neighborhoods; Environmental Influences; Parent Influence; Parent Participation; Commuting Students; Neighborhood Schools; School Choice; Bullying; Student Characteristics; Regression (Statistics); Statistical Analysis; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Crimes; Delict; Delicts; Delikt; Hypothesenprüfung; Hypothesentest; Public school; Öffentliche Schule; Schülerbefragung; Neighbourhoods; Nachbarschaft; Environmental influence; Umwelteinfluss; Elternmitwirkung; Pendler; Choice of school; Schulwahl; Mobbing; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Families in deindustrialized cities with high crime rates report prioritizing school safety when opting for charter schools. Yet, very little research has investigated whether charter schools are safer than traditional public schools. This study compares charter and traditional public schools in Detroit, Michigan, on perceived school safety by linking student surveys to data on school, neighborhood, and parent-related characteristics. Charter schools exhibited higher perceived school safety than traditional public schools. However, controls for student commute distance and parental involvement largely diminished this difference. Neighborhood charter schools were an exception, maintaining higher perceived school safety net of controls. Overall results suggest that differences in perceived school safety between schools become less prominent after the attributes of school choosers are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01