School-Based Attributes Instrumental in Student Success in a Florida Charter Middle School: a Formative Case Study

Hastings, Nancy Baxter; Handley, Holley L.

doi:10.1007/s41686-019-00028-z

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…Several recent qualitative studies come to similar conclusions regarding charter school success stemming from personalized learning environments that are characterized by flexible instruction and strong teacher-student relationships (Borup & Stevens, 2017;Hastings & Handley, 2019;Hung et al, 2014;Rickabaugh et al, 2017), suggesting the need for further examination of these elements. Intensive tutoring has been considered a key characteristic of the "no excuses" charter models, with high achieving charter schools more likely to offer high-dosage tutoring consisting of small groups of students meeting with teachers multiple times per week (Dobbie & Fryer, 2013).…”

Section: Student-centered Focusmentioning

confidence: 83%

Charter schools after three decades: Reviewing the research on school organizational and instructional conditions

Dallavis

Berends

2023

EPAA

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Charter school policies have focused on improving three aspects of schools—autonomy, innovation, and accountability—with the intention of promoting advances in curriculum, instruction, and learning that lead to better student outcomes. However, most research on charter schools tends to neglect school organizational and instructional conditions. Overall, reviews show that charter schools have inconsistent effects on student achievement scores, a finding that masks heterogeneous effects among different types of charter schools, operators of charter schools, and authorizers of charter schools and the organizational and instructional conditions under which they operate. This systematic review of the literature focuses on what we know about the organization of charter schools and the resources—material, human, and social as well as professional development and teaching practices—within them. We end by identifying gaps where more research is needed.

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Section: Student-centered Focusmentioning

confidence: 83%