ERIC Number: ED475615
Record Type: Non-Journal
Publication Date: 2003-Feb
Reference Count: N/A
Update on Student Achievement for Edison Schools Inc.
Nelson, F. Howard; Van Meter, Nancy
In this report on student achievement in Edison Schools, the American Federation of Teachers compares student performance on state assessments in 2000-01 in each Edison-run school with other comparable schools in the state, generally those schools with the same grade level and similar populations of low-income students. These comparisons include 80 Edison-run schools and approximately 3,500 comparison schools. The methods used to assess student achievement in Edison-run schools are the same methods used to evaluate achievement in other public schools. Following are some of the AFT's findings: Averaged across all states, the typical Edison school performed below average. The typical Edison school improved modestly after poor first-year student achievement but not enough to reach average in its comparison group. Predominantly African-American schools managed by Edison ranked well below average compared with other public schools in their comparison groups. The report states that the outlook for Edison's prospects appears mixed. The findings are presented in text and supplemented by 25 tables and 4 figures. Additional information, including academic performance in Edison schools in 1999-2000, is included in four appendices. (Contains 20 footnotes and 10 references.) (WFA)
Descriptors: Academic Achievement, Achievement Gains, Change Agents, Charter Schools, Educational Assessment, Educational Change, Elementary Secondary Education, Nontraditional Education, Performance, Proprietary Schools, Public Schools, School Effectiveness, School Statistics, School Surveys
American Federation of Teachers, 555 New Jersey Avenue, N.W., Washington, DC 20001. Tel: 202-879-4400; e-mail: firstname.lastname@example.org; Web site: http://www.aft.org. For full text: http://www.aft.org/research/edisonschools/Edison2003.pdf.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: American Federation of Teachers, Washington, DC.