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ERIC Number: ED500025
Record Type: Non-Journal
Publication Date: 2006-Nov
Pages: 112
Abstractor: ERIC
Reference Count: 8
Third Year Evaluation of Tennessee Charter Schools, 2005-2006
Ross, Steven M.; McDonald, Aaron J.; Bol, Linda
Center for Research in Educational Policy (CREP)
The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by Tennessee charter schools. Six evaluation questions guided the methodology for this study. Student achievement results are addressed in a separate report. The following evaluation questions are addressed in this report: (1) What is the frequency of usage of various traditional and alternative instructional strategies in the charter schools and compared to national norms? (2) What is the school climate at the charter schools and how does the climate compare to national norms? (3) To what degree and levels of quality are the goals and strategies of the charter school being implemented? (4) What are teacher reactions to and experiences in the charter school and the adequacy and quality of professional development and resources? and (5) What are parent/caregiver reactions to and experiences with the charter school? The study found that across schools and cohorts, teacher-centered instruction remained the dominant orientation. The rates of teacher-centered instruction were comparable to national norms in many cases, but continue to reflect limited success by the schools to implement the more innovative pedagogy described in benchmarks and instructional plans. Overall, school climate remains a definite strength of charter schools. The most advanced levels of implementation were observed among first cohort schools in their third year of operation. Across schools, the strongest levels of implementation tended to be for benchmarks targeting support and organization; lower levels of implementation were more apparent in the areas of curriculum, instruction, and evaluation. Teachers' reactions to and experiences in the charter schools tended to be very positive: responses related to support of the educational program, understanding of the mission, and the likelihood for student success were particularly favorable; most charter schools were also rated as strong in the area of professional development; teacher perceptions of the availability and adequacy of resources were more varied with most schools rated as moderate. All 12 charter schools were rated as strong with respect to parental satisfaction, findings were similar to those obtained in previous years. Based on the overall findings, the following recommendations apply to the charter schools as a group: (1) Charter schools might adopt a wider array of instructional orientations or strategies shown to promote student achievement; (2) Benchmark documents need to be modified to better align with objective indicators and available data: (3) Continued efforts to develop and maintain supportive, collaborative relationship with the school district and external partners; (4) Continued efforts to increase active parent involvement or participation; and (5) Prioritization, coordination, and securing of more resources. School Observation Measure Summary is appended. (Contains 10 tables.) [For Second Year Evaluation, see ED491146.]
Center for Research in Educational Policy (CREP). University of Memphis, 325 Browning Hall, Memphis, TN 38152-3340. Tel: 866-670-6147; Tel: 901-678-2310; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Memphis Univ., TN. Center for Research in Educational Policy.
Identifiers - Location: Tennessee