Comparing New School Effects in Charter and Traditional Public Schools

Autor/inn/en	Kelly, Andrew P.; Loveless, Tom
Titel	Comparing New School Effects in Charter and Traditional Public Schools
Quelle	In: American Journal of Education, 118 (2012) 4, S.427-453 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/666370
Schlagwörter	Charter Schools; Evidence; Comparative Analysis; Public Schools; Academic Achievement; Institutional Characteristics; Achievement Gap; Scores; Educational Improvement; California; Massachusetts; New York + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Evidenz; Public school; Öffentliche Schule; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Kalifornien; Master-Studiengang
Abstract	This study investigates whether student achievement varies during the institutional life span of charter schools by comparing them to new public schools. The results show that there is little evidence that new public schools struggle with initial start-up issues to the same extent as new charter schools. Even after controlling for school characteristics, new public schools generally perform about as well as one would predict given their demographic and socioeconomic profile. New public schools hit the ground running and maintain steady performance, while new charter schools begin to improve after their first year and slowly close the gap. Other studies have found that new charter schools are susceptible to what we label a "new school effect," where performance starts off low and then declines or remains stagnant during the first few years of operation. We find little evidence of this pattern for either new charter or new public schools. (Contains 12 tables and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10