ERIC Number: ED528381
Record Type: Non-Journal
Publication Date: 2011-Dec
Abstractor: As Provided
Reference Count: 26
Do Charter Schools Improve Student Achievement? Evidence from a National Randomized Study. Working Paper
Clark, Melissa A.; Gleason, Philip; Tuttle, Christina Clark; Silverberg, Marsha K.
Mathematica Policy Research, Inc.
This paper presents findings from the first national randomized study of the impacts of charter schools on student achievement, which included 36 charter middle schools across 15 states. The paper compares students who applied and were admitted to these schools through randomized admissions lotteries with students who applied and were not admitted. It finds that, on average, charter middle schools in the study were neither more nor less successful than traditional public schools in improving student achievement. However, impacts varied significantly across schools and students, with positive impacts for more disadvantaged schools and students and negative impacts for the more advantaged. Appended are: (1) Baseline Characteristics of Treatment and Control Group Students in Full Sample; (2) Baseline Characteristics of Treatment and Control Group Students Included in Analysis of Year 2 Test Score Data; (3) Covariates Included in Impact Analysis Models; and (4) Impacts on State Proficiency Levels. (Contains 13 tables, 1 figure and 28 footnotes.)
Descriptors: Evidence, Charter Schools, Academic Achievement, Program Effectiveness, Scores, Educational Improvement, Student Improvement, Admission Criteria, Achievement Gains, Performance Factors, Institutional Characteristics, Control Groups, Experimental Groups, Attendance, Middle School Students, Comparative Analysis, Comparative Testing, Standardized Tests
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: email@example.com; Web site: http://www.mathematica-mpr.com
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Mathematica Policy Research, Inc.
IES Cited: ED544801