A Comparative Study of Student Achievement in Traditional Schools and Schools of Choice in North Carolina

Abstract

This policy study examined the differences in student achievement scores in reading and mathematics in selected public middle schools of choice and in traditional public middle schools with similar demographics and socioeconomic characteristics in a southeastern school district in North Carolina during the 1997-1998, 1998-1999, and 1999-2000 school years. The purpose was to determine whether there were significant differences in academic achievement between students in selected public middle schools of choice and students in traditional public middle schools as measured by the end-of-grade test scores in reading and mathematics. The result from the one-way ANOVA showed that there were significant differences in academic achievement between students in selected public middle schools of choice and students in traditional public middle schools as measured by the end-of-grade tests in reading and mathematics.

Making Waves or Treading Water? An Analysis of Charter Schools in New York State

“…In contrast to the well-publicized cases where charter schools have produced extraordinary results, many remain indistinguishable from other public schools in terms of their learning environments and academic outcomes (Buckley & Schneider, 2007; Heaggans, 2006; Miron, 2010). Some studies have found evidence for improved academic outcomes, but differences disappeared after controlling for demographic and socioeconomic characteristics of students (Okpala, Bell, & Tuprah, 2007). This begs the question of whether New York’s charter schools are making waves or treading water in urban school districts.…”

School Choice and Afrocentric Charter Schools: a Review and Critique of Evaluation Outcomes

“…In a comparative study of student achievement between North Carolina middle school students attending public middle schools and public middle schools of choice, Okpala et al (2007) found evidence of higher levels of performance among students attending public schools of choice. However, when examining key indicators, such as reading and math test scores, and outcomes, such as end of year grades, on the basis of race/ethnicity, Okapala and colleagues concluded that school choice enhances racial segregation.…”

The Nonprofitization of Public Education: Implications of Requiring Charter Schools to be Nonprofits in New York

“…Some studies find evidence for improved academic outcomes, however differences disappear after controlling for demographic and socio-economic student characteristics. (Okpala, Bell & Tuprah, 2007).…”

“…Miron (2010) reviewed empirical studies of school performance and concludes that charter schools perform at levels similar to other public schools. Okpala et al (2007), add that when performance differences are identified between charter schools and other public schools, they can be partially attributed to the demographic and socio-economic profile of students. Similarly, Bifulco and Ladd (2005) suggest that such differences may be linked to the self-selection of more engaged parents into charter schools.…”