Positioning Charter Schools in Los Angeles: Diversity of Form and Homogeneity of Effects

Autor/inn/en	Lauen, Douglas Lee; Fuller, Bruce; Dauter, Luke
Titel	Positioning Charter Schools in Los Angeles: Diversity of Form and Homogeneity of Effects
Quelle	In: American Journal of Education, 121 (2015) 2, S.213-239 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/679391
Schlagwörter	Charter Schools; School Effectiveness; Achievement Gains; Academic Achievement; Effect Size; Institutional Characteristics; Organizational Change; Case Studies; Educational History; Cluster Grouping; Commercialization; Standardized Tests; Case Records; Cohort Analysis; Scores; Student Characteristics; Racial Composition; Achievement Rating; Educational Assessment; Educational Indicators; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schuleffizienz; Achievement gain; Leistungssteigerung; Schulleistung; Organisationswandel; Case study; Fallstudie; Case Study; History of education; Bildungsgeschichte; Eingruppierung; Standadised tests; Standardisierter Test; Case reports; Fallsammlung; Kohortenanalyse; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Kalifornien
Abstract	The debate over charter school effectiveness relies largely on neoclassical logic: individual parents or students express demand for a widening array of school types and then experience variable levels of organizational quality. We argue that market-like behavior is nested in segments of local organizational fields with different types of charter school operators seeking market niches to reduce resource uncertainties. We first describe the emergence of three legally defined charter types in the Los Angeles Unified School District between 2002 and 2008. We show how these charter segments became stratified, as gauged by demographic attributes and quite different baseline achievement levels. While this structuration could also plausibly condition uneven achievement effects, we find that, in this initial period of charter expansion, all three types failed to raise achievement, compared with the achievement growth trajectories displayed by peers attending regular public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01