ERIC Number: ED473410
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Charter School Achievement and Accountability.
This report presents findings of an analytical study on student achievement in charter schools and the effect of state accountability regimes on charter-school performance. Data for the study were gathered from a literature review and test scores from 1999 to 2001 of both charter schools and regular public schools. The data were collected from state departments of education and from websites maintained by state assessment programs. A total of 638 charter schools from 10 states were selected for the study. Demographic data were obtained from the Common Core of Data. The following are some of the findings of the study: (1) achievement is significantly lower in charter schools than in regular public schools; (2) charters serving at-risk students achieve at significantly lower levels than open-admissions charters; (3) charter achievement is stronger in reading than in math and stronger in 8th grade than in 4th and 10th grades; (4) no evidence exists to show that accountability policies produce higher achievement in charter schools; and (5) the policies of closing charters, imposing school sanctions, and requiring students to pass exit exams negatively affect charter schools' test scores. (Contains 14 tables and 37 endnotes, most of which contain references.) (WFA)
Descriptors: Academic Achievement, Accountability, Charter Schools, Elementary Secondary Education, Instructional Effectiveness, Nontraditional Education, Outcomes of Education, Public Schools, School Choice, School Effectiveness
For full text: http://www.ksg.harvard.edu/pepg/pdf/TAConfPDF/PEPG02-09%20TA%20Loveless.pdf.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper prepared for the Program on Education Policy and Governance, John F. Kennedy School of Government, Harvard University Conference, "Taking Account of Accountability: Assessing Politics and Policies" (Boston, MA, June 10-11, 2002).