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ERIC Number: EJ1016229
Record Type: Journal
Publication Date: 2013-Aug-12
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1099-839X
State Assessments: Does a Charter School Truly Demonstrate Higher Proficiency than Its Public Counterpart?
Kindzierski, Corinne M.; Mhammed, Ali Ait Si; Wallace, Nancy; Lesh, Christina
Current Issues in Education, v16 n2 Aug 2013
This project compared annual mandated assessment results for an urban charter school, two comparable urban schools and the encompassing urban district. Scores in grades three through eight in the target school were analyzed to determine the percentage of students scoring at proficiency levels three and four (scores of one and two are considered failing). These scores were then compared to the surrounding district as well as two other schools with similar demographics using a Z-test for estimation of a proportion. The results indicated although the number of students who performed at proficiency in the target school seemed to be higher, once corrected for the disparity in population size, these students perform the same, or worse than, students in comparable schools. Further, the scores are more inconsistent between grades in the target school than the scores in the lower performing schools. Suggestions for remediating the inconsistency and addressing the problems for consistently low percentage of proficiency scores are provided.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A