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ERIC Number: ED548289
Record Type: Non-Journal
Publication Date: 2012
Pages: 123
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-9102-5
An Analysis of Academic Achievement in Public Elementary Open-Enrollment Charter and Traditional Public Schools
Benson, Tammy
ProQuest LLC, Ed.D. Dissertation, Tarleton State University
The purpose of this study was to examine two types of school organizational structures: elementary open-enrollment charter schools and elementary traditional public schools. The study examined the degree to which attendance rates (based upon the prior school year's data), class size and average number of years of teaching experience were related to academic achievement (third and fourth grade reading and math TAKS scale scores). Performance outcomes (academic achievement) were also compared within these two organizational structures. Participating schools for the study included 25 elementary charter schools and 25 comparable elementary traditional public schools located within Texas. The study revealed there was a positive correlation between attendance rates and 3rd and 4th grade Reading and Math TAKS scale scores in open-enrollment charter schools. In traditional public schools, there was a positive correlation between teacher years of experience and 3rd and 4th grade Reading TAKS scale scores. Overall, traditional public school had higher Reading and Math scale scores than their matched open-enrollment charter school. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas