ERIC Number: ED498136
Record Type: Non-Journal
Publication Date: 2005-Feb
Do Charter Schools Help Their Students? Civic Bulletin No. 38
Center for Civic Innovation
The author describes the process of randomized study for charter schools. Because most charter schools have more applicants than places, which are awarded by lottery, it is possible to follow a charter school's entire pool of applicants. The author contrasts the ability of using the entire applicant to pool of charter schools to a study that compared students in charter schools with those in public schools using the National Assessment or Education Progress (NAEP) test. Because charter schools represent only 1.5 percent of the American student population and NAEP is administered to only 3 percent of that population, Hoxby expresses skepticism about using results from approximately four one-hundredths of one percent of students in America. Disparity is also noted in comparing average charter school students who are generally economically disadvantaged from inner-city or rural areas and disproportionately minorities, to the typical regular public-school student who is described as suburban, not a racial or ethnic minority, and from a family of average income. The researcher reports that when using test scores from all students in charter school and comparing to nearest regular public schools, charter school students were found to be 5 percent more likely to be proficient in reading and 3 percent more likely to be proficient in math. In states with stronger charter school laws and where charter schools have been operating longest, proficiency gains are higher. Noting that a combination of inspiration and threat sounds the alarm for any management team, including that of regular public schools, the author concludes that there is evidence that regular public schools are rising to the challenge of their charter counterparts in states where charter schools represent a significant share of enrollment, and reiterates that the goal is to improve schools of all types across the United States to provide the best future for all of the nation's citizens.
Descriptors: Economically Disadvantaged, Charter Schools, School Restructuring, Public Schools, Comparative Analysis, Effective Schools Research, Educational Indicators, Educational Assessment, Academic Achievement, National Surveys, School Surveys
Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: Manhattan Inst., New York, NY. Center for Civic Innovation.
Identifiers - Location: United States