scholarly journals Charter Schools and Student Achievement in Florida

2006 ◽  
Vol 1 (1) ◽  
pp. 91-122 ◽  
Author(s):  
Tim R. Sass
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
Fixed Effects ◽  
School Quality ◽  
School Students ◽  
Public School Students ◽  
Traditional Public Schools ◽  
Traditional Public School

I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.

scholarly journals School Choice in Indianapolis: Effects of Charter, Magnet, Private, and Traditional Public Schools

2018 ◽  
Vol 13 (2) ◽  
pp. 227-255 ◽  
Author(s):  
Mark Berends ◽  
R. Joseph Waddington
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Choice ◽  
Fixed Effects ◽  
English Language ◽  
Language Learner ◽  
Urban Region ◽  
School Type ◽  
Traditional Public Schools ◽  
Traditional Public School

School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools). One area researchers have not examined is the effects of different school types within the same urban region. We fill this gap by analyzing longitudinal data for students (grades 3–8) in Indianapolis, using student fixed effects models to estimate the impacts of students switching from a traditional public school to a charter, magnet, Catholic, or other private school. We find that students experience no differences in their achievement gains after transferring from a traditional public school to a charter school. However, students switching to magnet schools experience modest annual losses of −0.09 standard deviation (SD) in mathematics and −0.11 SD in English Language Arts. Students switching to Catholic schools also experience annual losses of −0.18 SD in mathematics. These findings are robust to a series of alternative model specifications. Additionally, we find some variability in the mean school type impacts by students’ race/ethnicity, English language learner status, and number of years enrolled in a choice school. We discuss our results in the context of the variability of choice school effects across an entire urban area, something future research needs to examine.

scholarly journals Ethnic Segregation in Arizona Charter Schools

1999 ◽  
Vol 7 ◽  
pp. 1 ◽  
Author(s):  
Casey D. Cobb ◽  
Gene V Glass
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Ethnic Segregation ◽  
Ethnic Stratification ◽  
Traditional Public Schools ◽  
Traditional Public School ◽  
Populated Region

Among the criticisms of charter schools is their potential to further stratify schools along ethnic and class lines. This study addressed whether Arizona charter schools are more ethnically segregated than traditional public schools. In 1996-97, Arizona had nearly one in four of all charter schools in the United States. The analysis involved a series of comparisons between the ethnic compositions of adjacent charter and public schools in Arizona's most populated region and its rural towns. This methodology differed from the approach of many evaluations of charter schools and ethnic stratification in that it incorporated the use of geographic maps to compare schools' ethnic make-ups. The ethnic compositions of 55 urban and 57 rural charter schools were inspected relative to their traditional public school neighbors.

scholarly journals Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools

2020 ◽  
Vol 28 ◽  
pp. 51
Author(s):  
David S. Knight ◽  
Laurence A. Toenjes
Keyword(s):  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
Charter School ◽  
School Finance ◽  
Structural Characteristics ◽  
Traditional Public Schools ◽  
Traditional Public School ◽  
Finance Policy ◽  
Cost Factors

U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally. 

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

scholarly journals Principalship Socialization in Charter Schools

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Marytza A. Gawlik
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Public Schools ◽  
Charter Schools ◽  
Future Research ◽  
Analytic Framework ◽  
Stepping Stone ◽  
School Year ◽  
Traditional Public Schools ◽  
Building Level

This study explores the ways in which charter schools manage principalship socialization of individuals as they move into principalship roles. The topic is important in the context of increasing concerns about the need for quality educational principalship and the pressure charter schools face to demonstrate higher levels of student achievement than traditional public schools. Data were collected from three charter elementary schools in Florida during the 2012–2013 school year. The results reveal variation among the schools with respect to preparation for principalship transitions and subsequent socialization. This study provides a conceptual/analytic framework that can serve as a foundation for future research, which should (1) highlight the practices associated with using socialization as a stepping stone to building-level principalship and (2) compare network-based and stand-alone charter schools with respect to principalship development.

Making Broad Shoulders: Body-Building and Physical Culture in Chicago 1890–1920

2008 ◽  
Vol 48 (3) ◽  
pp. 341-370 ◽  
Author(s):  
David S. Churchill
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Public School ◽  
School Board ◽  
Physical Culture ◽  
School Board Members ◽  
School Students ◽  
Student Body ◽  
Public School Students ◽  
Chicago Public School

In February 1899, the Committee of Physical Culture of the Chicago Public School Board approved an intensive “anthropometric” study of all children enrolled in the city's public schools. The study was a detailed attempt to measure the height, weight, strength, lung capacity, hearing, and general fitness of Chicago's student population. Through 1899 and 1900, thousands of Chicago's primary, grammar, and high school students had their bodies closely scrutinized, measured, weighed, tested, and, in a few cases, diagrammed. What the School Board members wanted to know was the “fitness” of the student body. Were Chicago public school students—many recently arrived immigrants from eastern and southern Europe—vital and vigorous children who could become energetic modern workers and citizens (Figure 1)?

scholarly journals The Qualifications and Classroom Performance of Teachers Moving to Charter Schools

2012 ◽  
Vol 7 (3) ◽  
pp. 233-268 ◽  
Author(s):  
Celeste K. Carruthers
Keyword(s):  
North Carolina ◽  
Student Achievement ◽  
Public Schools ◽  
Charter Schools ◽  
Effective Teachers ◽  
Resource Constraints ◽  
Value Added ◽  
Classroom Performance ◽  
Low Performing Schools ◽  
Traditional Public Schools

Do charter schools draw good teachers from traditional, mainstream public schools? Using a thirteen-year panel of North Carolina public schoolteachers, I find that less qualified and less effective teachers move to charter schools, particularly if they move to urban schools, low-performing schools, or schools with higher shares of nonwhite students. It is unclear whether these findings reflect lower demand for teachers’ credentials and value added or resource constraints unique to charter schools, but the inability to recruit teachers who are at least as effective as those in traditional public schools will likely hinder charter student achievement.

Use of Inhalants among MIAMI's Public School Students, 1992

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1155-1161 ◽  
Author(s):  
Barbara M. Yarnold
Keyword(s):  
Public Schools ◽  
Public School ◽  
Family Member ◽  
Probit Analysis ◽  
Alcohol Problem ◽  
Dade County ◽  
School Students ◽  
Public School Students ◽  
Factors Associated ◽  
Ready Access

This analysis examined inhalant use by 482 adolescents in Dade County, Florida public schools in 1992. Probit analysis indicated factors associated with increased probability of use included peers' use of inhalants, earlier grades (Grades 7 and 8), ready access, and a family member with a drug or alcohol problem. Adolescents were slightly more likely to use inhalants if they knew of the associated risks.

scholarly journals EDUCAÇÃO INTEGRAL: IMPASSES E PERSPECTIVAS DOS PROGRAMAS MAIS EDUCAÇÃO E CIDADESCOLA- PRESIDENTE PRUDENTE

2015 ◽  
Vol 12 (3) ◽  
pp. 106-122
Author(s):  
Augusta B. S. Oliveira Klebis ◽  
Osmarina Gomes Paiola ◽  
Samara Correia Lima
Keyword(s):  
Public Schools ◽  
Civil Society ◽  
Public School ◽  
Ministry Of Education ◽  
School Students ◽  
Right To Education ◽  
Public School Students ◽  
Integral Education ◽  
Current Context ◽  
Historical Trajectory

In the current context, government and civil society have been discussing commitments related to children ́s and youths ́right to education, expressed in the increasing ofthe daily length of permanencein public schools, beyond the six hoursa day. Thus, the main objective of this research is to bring to the debate the implications and challenges of the implementation of the IntegralEducation by municipalities. More specifically, it seeks: a) to discuss the concept of integral education through the view of several authors; b) to provide different experiences with integraleducation on the historical trajectory of Brazilian education; c) to reflect on the importance of integraleducation tothe development of subjectsin its various dimensions; d) to analyze the projectsfor integraleducation in the programs “Mais Educação”(linked to the Brazilian Ministry of Education) and “Cidadescola”(of the municipality of Presidente Prudente). To develop this study,the methodology chosen was the bibliographical research,with aqualitative approachto thetheoretical support of several authors, in addition to miningofficial documents on the programs analysed. We conclude that, although advances have been observed, it is still necessary to overcome many challenges to achieve the desired quality for an education that provides the human and social emancipation of public school students.

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