An Analysis of Student Performance in Chicago's Charter Schools

Autor/inn/en	Orfield, Myron; Luce, Thomas
Titel	An Analysis of Student Performance in Chicago's Charter Schools
Quelle	In: Education Policy Analysis Archives, 24 (2016) 111, (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Charter Schools; Academic Achievement; Achievement Gains; Achievement Rating; Reading Achievement; Mathematics Achievement; Graduation Rate; Outcome Measures; Comparative Analysis; Underachievement; Institutional Characteristics; Enrollment Rate; Racial Distribution; Ethnicity; Standardized Tests; School Statistics; College Entrance Examinations; Value Added Models; School Effectiveness; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulleistung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Performance deficiency; Leistungsschwäche; Ethnizität; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Schuleffizienz
Abstract	Charter schools have become the cornerstone of school reform in Chicago and in many other large cities. Enrollments in Chicago charters increased by more than ten times between 2000 and 2014 and, with strong support from the current mayor and his administration, the system continues to grow. Indeed, although state law limits charter schools in Chicago to 75 schools, proponents have used a loophole that allows multiple campuses for some charters to bypass the limit and there are now more than 140 individual charter campuses in Chicago. This study uses comprehensive data for the 2012-13 and 2013-14 school years to show that, after controlling for the mix of students and challenges faced by individual schools, Chicago's charter schools underperform their traditional counterparts in most measurable ways. Reading and math pass rates, reading and math growth rates, graduation rates, and average ACT scores (in one of the two years) are lower in charters all else equal, than in traditional neighborhood schools. The results for the two years also imply that the gap between charters and traditionals widened in the second year for most of the measures. The findings are strengthened by the fact that self-selection by parents and students into the charter system biases the results in favor of charter schools. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01