Charter Schools in Eight States: Effects on Achievement, Attainment, Integration, and Competition

Abstract

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Privatising form or function? Equity, outcomes and influence in American charter schools

“…Large-scale empirical analyses consistently find that charter schools are no better--and often somewhat worse--than public schools at boosting student achievement, even after controlling for demographic differences in the populations served at different types of schools. State-level evaluations (Bettinger, 2005;Bifulco & Ladd, 2006a;Hanushek, Kain, Rivkin, & Branch, 2007) and multi-state and national studies (Braun, Jenkins, & Grigg, 2006;Lubienski & Lubienski, in press, 2013;Zimmer et al, 2009) typically find an insignificant or even negative impact from charter schools. In perhaps the most comprehensive study, researchers found only 17% of charter schools scoring significantly better than demographically comparable public schools; more than one in three significantly underperformed, while the rest were essentially similar in their outcomes (Raymond, 2009).…”

What Does Charter School Mean to You? A Look at Louisiana's Charter Enrollment by Charter Type

“…There are dissenting voices, however, such as those of Zimmer, Gill, Booker, Lavertu, Sass, and Witte (2009), who examined long-term effects of charter schools in eight states. Zimmer et al (2009) reported that charter school students who transfer into charters from traditional public schools share similar demographics to those students in surrounding traditional public schools, suggesting that the charters may not be more segregated than traditional public schools.…”

La Perspectiva «qué Funciona» en Educación: Algunas Aplicaciones

“…¿Qué nos dice la evidencia internacional sobre la efectividad de los programas de autonomía escolar? Por una parte, un buen número de estudios basados en pruebas internacionales de competencias (principalmente PISA, TIMMS o PIRLS 2 ) llegan a la conclusión de que el rendimiento medio de los estudiantes mejora en aquellos centros que disponen de un amplio margen de autonomía en la administración de los recursos (en particular, en la asignación del presupuesto disponible), en la gestión del profesorado (qué profesores contratar y cómo incentivarlos) y en la selección de métodos pedagógicos (Woessmann, 2003;Fuchs & Woessmann, 2007; «convencionales») moderadas (CREDO, 2009;Zimmer et al, 2009) (2011) sobre las charter de la ciudad de Nueva York, aportan evidencias sólidas de casos de éxito de estas escuelas. En ambos contextos urbanos, las charter producen impactos positivos en el rendimiento y en los niveles de graduación de los alumnos admitidos (en comparación con los resultados de los «perdedores» de la lotería), impactos especialmente relevantes entre los alumnos y centros más desaventajados, y que se incrementan a medida que aumenta la duración de la escolarización en estas escuelas.…”