Charter School Authorizers and Student Achievement

Autor/inn/en	Carlson, Deven; Lavery, Lesley; Witte, John F.
Titel	Charter School Authorizers and Student Achievement
Quelle	In: Economics of Education Review, 31 (2012) 2, S.254-267 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.03.008
Schlagwörter	Charter Schools; Academic Achievement; Accreditation (Institutions); Institutional Characteristics; Institutional Research; Effective Schools Research; Governance; Enrollment Trends; Schematic Studies; School Choice; Minnesota + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulleistung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Institutionelle Forschung; Schulforschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schematheorie; Choice of school; Schulwahl
Abstract	In this paper we analyze the relationship between charter school authorizers and student achievement. We perform this analysis using a 10-year panel dataset from Minnesota, a state that permits four distinct types of authorizers--local school boards, postsecondary institutions, nonprofit organizations, and the Minnesota Department of Education. The results of the analysis indicate that there is no statistically significant relationship between charter school authorizing type and mean levels of student achievement. However, the analysis also reveals that schools authorized by nonprofit organizations exhibit substantially more variability in achievement than schools authorized by local school boards. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10