A Study of the Effects of Charter Schools on Student Achievement, Attendance, and Selected Mitigating Factors in a Midwestern State's Midsize Urban School Districts

Autor/inn/en	Clarke, Frederick C.; Burt, Walter L.
Titel	A Study of the Effects of Charter Schools on Student Achievement, Attendance, and Selected Mitigating Factors in a Midwestern State's Midsize Urban School Districts
Quelle	In: Education and Urban Society, 51 (2019) 9, S.1265-1290 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124518785015
Schlagwörter	Charter Schools; Attendance; Urban Schools; Transfer Students; Public Schools; Mathematics Achievement; Reading Achievement; Ethnicity; Accountability; School Effectiveness; School District Size; Gender Differences; Poverty; Elementary School Students; Longitudinal Studies; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Anwesenheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulwechsel; Schulwechsel; Studienortwechsel; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Ethnizität; Verantwortung; Schuleffizienz; School district; School districts; Size; Schuleinzugsbereich; Geschlechterkonflikt; Armut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Charter schools in urban environments have been scrutinized for their effectiveness. This study attempted to determine whether students attending Midwestern urban charter schools outperformed students in traditional schools on the state's accountability system over a 5-year time period. Using a quasi-experimental research design, data were collected from 31 Midwestern urban school districts, along with data from 88 adjacent contiguous charter schools during the 2008 to 2012 school years. Findings in this study suggest that students who transferred from traditional public schools to charter schools did not outperform academically as their corresponding counterparts in mathematics and reading, and had lower attendance rates, over the first three consecutive years of their attendance. In the succeeding 2 years, however, charter school students outperformed traditional students in both reading and mathematics, and had greater attendance rates, than students attending traditional public schools. The study also found that a student's ethnic and socioeconomic background had a significant influence on student outcome measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01