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ERIC Number: ED527233
Record Type: Non-Journal
Publication Date: 2009
Pages: 158
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-4773-2
ISSN: N/A
The Effects of Charter Schools, Race, Socioeconomics, and Teacher Characteristics in Wisconsin's Urban School Districts
Vick, Matthew E.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Milwaukee
The charter school movement focuses on the creation of public schools governed by a legally-binding agreement known as a charter. Charter schools are touted as allowing for innovation and creativity in exchange for increased accountability. The state of Wisconsin allows its school districts to authorize the formation charter schools. School districts are also allowed to charter non-instrumentality schools: schools which operate independently of the school district and whose teachers are not members of the district's teachers union and cannot be a part of the state pension system. Special allowances are made for additional chartering authority in two of Wisconsin's urban centers. In Milwaukee, the city, the University of Wisconsin-Milwaukee, and the Milwaukee Area Technical College can also charter schools. In Kenosha, the University of Wisconsin-Parkside can charter one school. The requirements of the 2002 revision of the Elementary and Secondary Education Act have brought accountability for improvements in student achievement to all public schools, not just charter schools. Nevertheless, charter schools continue to form. This study analyzes the differences in student achievement and teacher characteristics in these three types of schools: district charter schools, non-district charter schools, and traditional district schools. Test results from the Wisconsin Knowledge and Concepts Exam are used to analyze mean scale scores and proficiency rates in the five tested subjects as well as school level performance on the science standards performance indices. Teacher characteristics are also analyzed to determine any differences between the three types of schools. MANCOVA models were used to perform the analysis with the percentage of student eligible for free or reduced lunch and the percentage of students who were non-white as covariates. District charter schools showed higher achievement scores than traditional district schools at lower grades but not in higher grades. Non-district charter schools showed the opposite trend. These trends inform discussions around chartering authority and whether it should be primarily given to school districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin