Instructional Conditions in Charter Schools and Students' Mathematics Achievement Gains

Autor/inn/en	Berends, Mark; Goldring, Ellen; Stein, Marc; Cravens, Xiu
Titel	Instructional Conditions in Charter Schools and Students' Mathematics Achievement Gains
Quelle	In: American Journal of Education, 116 (2010) 3, S.303-336 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/651411
Schlagwörter	Charter Schools; Achievement Gains; Mathematics Achievement; Academic Achievement; Educational Innovation; Comparative Analysis; Program Effectiveness; Instructional Effectiveness; Educational Policy; Educational Environment; School Culture + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Instructional innovation; Bildungsinnovation; Unterrichtserfolg; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben
Abstract	Since charter school research on student achievement is mixed, many researchers and policy makers advocate looking inside the "black box" of schools to better understand the conditions under which schools of choice may be effective. We begin to address this issue with data from charter schools and a comparison group of traditional public schools. We also conduct propensity score matching at the student level to further understand achievement gains. In our analyses of these data, we find no charter school effects on students' achievement gains. Instructional conditions, such as teachers' focus on academic achievement, are related to mathematics gains. However, we find that our innovation measure is negatively associated with gains (when other conditions are controlled for), which suggests that innovation for innovation's sake should not be the sole focus of schools, whether charter or not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10