The Effect of Charter Schools on Achievement and Behavior of Public School Students

Imberman, Scott A.

doi:10.2139/ssrn.1031693

Cited by 43 publications

(62 citation statements)

References 8 publications

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“…Alternatively, if traditional public schools improved—either in response to competition from the charter sector or for other reasons—then the observed increase in charter school quality would actually understate the increase in charter school effectiveness. Imberman () highlights the difficulty of identifying the causal effect of competition on traditional schools. Therefore we simply describe changes over time in state average achievement to provide a context for the relative improvement of the charter sector.…”

Section: Evolution Of the Charter School Quality Distributionmentioning

confidence: 99%

The Evolution of Charter School Quality

et al. 2019

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of Illinois at Chicago ‡University of Illinois at Chicago, and The Brookings Institution † †Stanford University, University of Texas at Dallas, and NBER ‡ ‡University of Texas at Dallas † † †University of Illinois at Chicago, University of Texas at Dallas, and NBER Final version received 26 October 2018.Studies of the charter sector typically compare charters and traditional public schools at a point in time.These comparisons are potentially misleading, because many charter-related reforms require time to generate results. We study quality dynamics among charter schools in the State of Texas from 2001 to 2011. School quality in the charter sector was initially highly variable and on average lower than in traditional public schools. However, exits, improvement of existing charter schools, and higher quality of new entrants increased charter effectiveness relative to traditional public schools despite an acceleration in the rate of sector expansion in the latter half of the decade. We present evidence that reduced student mobility and an increased share of charters adhering to No-Excuses-style curricula contribute to these improvements. Although selection into charter schools becomes more favourable over time in terms of prior achievement and behaviour, such compositional improvements appear to contribute little to the charter sector gains. Moreover, accounting for composition in terms of prior achievement and behaviour has only a small effect on estimates of the higher average quality of No Excuses schools.analyses. Charter schools have been introduced in many educational markets only recently, and deeper understanding of the consequences of this market-oriented reform requires examination of the longer-term dynamics of behaviour and outcomes. Although little comprehensive research exists on the role of market forces driving the evolution of charter school quality, two studies provide evidence consistent with market forces pushing schools to improve. 3 First, Hanushek et al. (2007) show that higher school value-added increases the probability of re-enrolment in charter schools, suggesting that households respond to quality. Second, the Center for Research on Education Outcomes (CREDO) (2013) finds that, although the mean effectiveness of Texas open-enrolment charters relative to the traditional public school (TPS) comparison group still lags the nation as a whole, charter school effectiveness has improved relative to the TPS group in a number of other states. Importantly, CREDO (2013) highlights the contribution of the closure of poorly performing charter schools to these observed improvements.This paper contributes new evidence to this debate by capitalizing on detailed longitudinal data on students and schools in Texas, one of the largest charter school states. It has two principal aims. First, it describes how the distribution of charter school quality evolved between 2001 and 2011, focusing on the role of entry, improvement, voluntary closures, and authorizer intervention. Second, it investigates the extent t...

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Section: Evolution Of the Charter School Quality Distributionmentioning

confidence: 99%

The Evolution of Charter School Quality

et al. 2019

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“…To date the minimal research investigating if competition does, in fact, promote higher academic achievement for both those who leave traditional, assigned public schools and those who remain points to a minimal, if any, effect (Belfield & Levin, 2002;Bettinger, 2005;Bifulco & Ladd, 2006;Bohte, 2004;Booker, Gilpatric, Gronberg, & Jansen, 2008;Chakrabarti, 2008;Hoxby, 2000;Imberman, 2010;McMillan, 2004;Ni, 2009;Rothstein, 2007;Sass, 2006).…”

Section: Vouchersmentioning

confidence: 99%

“…Although not always finding positive effects, the literature on school choice does indicate that in some circumstances school choice policies can positively benefit students, particularly the most disadvantaged students (Abdulkadiroglu et al, 2011;Bifulco et al, 2009;Gleason et al, 2010;Hoxby & Murarka, 2009;Imberman, 2010;Lauen, 2009;Peterson et al, 1999). With the potential to positively affect students and transform schools, it is important to document the prevalence of school choice policies.…”

Section: Vouchersmentioning

confidence: 99%

“…Some attention has been paid to student civic knowledge and engagement, or what Levin (2002) calls social cohesion (Bryk, Lee, & Holland, 1993;Buckley & Schneider, 2007;Campbell, 2001;Greene, 1998;Peterson & Campbell, 2001). But, the research most often focuses on the consequences for student academic achievement (Abdulkadiroglu, Angrist, Dynarski, Kane, & Pathak, 2011; AFT, 2002;Ballou, 2007;Bettinger, 2005;Betts et al, 2006;Bifulco & Ladd, 2006;Booker, Sass, Gill, & Zimmer, 2008; CREDO, 2009;Cullen, Jacob, & Levitt, 2005;Gleason, Clark, Tuttle, & Dwoyer, 2010;Gronberg & Jansen, 2001;Hoxby, 2000;Hoxby & Murarka, 2009;Imberman, 2010;Lauen, 2009;Lubienski & Lubienski, 2006;McMillan, 2004;Ni, 2009;Peterson, Howell & Greene, 1999;Plucker, Makel, Hansen, & Muller, 2007;Rouse, 1998;Rowley Phillips, Hausman, & Larsen, 2011;Witte, 1998;Witte, Carlson, …”

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confidence: 99%

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Disconnected Reform: The Proliferation of School Choice Options in U.S. School Districts

Linkow

2011

Journal of School Choice

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This article analyzes an original dataset measuring school choice availability and usage in large, urban U.S. school districts from the 1995-1996 school year through the 2002-2003 school year. The results, disaggregated by school choice type, show that publicly funded schools of choice significantly expanded their enrollments over the time period, while private school enrollments remained fairly constant. Student demographics and geographic region account for some of the variation in district level availability and usage of school choice. Further analysis suggests that the presence of one type of school choice does not necessarily lead to availability and usage of other types of choice.

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“…Some of this work uses lottery designs, which estimate direct treatment effects using oversubscribed schools (Hoxby and Rockoff, ; Angrist et al., ); other work estimates value‐added models of test score growth using panel data on students who switch between public and charter schools (Bettinger, ; Bifulco and Ladd, ; Sass, ; Hanushek et al., ). Bifulco and Ladd (), Sass (), Chakrabarti (), and Imberman () use a variety of methods to estimate spillover effects of school choice. Estimates of direct and spillover effects are widely mixed across studies, which is consistent with Gleason et al.…”

Section: Introductionmentioning

confidence: 99%

Competition in Public School Districts: Charter School Entry, Student Sorting, and School Input Determination

Mehta

2017

Int Economic Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract I develop a model of competition between charter schools and traditional public schools and estimate the model using administrative data from North Carolina. I use the model to quantify how existing charter schools have affected test scores for both charter and public school students and simulate charter school entry and student test scores were binding caps on charters lifted. I find that i) the mean effect of charter schools on attendant students (direct effect) is 25% of a standard deviation, ii) there is substantial heterogeneity in the mean direct effect by market, iii) the mean spillover effect on public school students is marginal, and iv) lifting caps on charter schools would more than double entry and cause increases in mean test scores similar to those under the capped scenario. Terms of use: Documents in

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The Effect of Charter Schools on Achievement and Behavior of Public School Students

Cited by 43 publications

References 8 publications

The Evolution of Charter School Quality

The Evolution of Charter School Quality

Disconnected Reform: The Proliferation of School Choice Options in U.S. School Districts

Competition in Public School Districts: Charter School Entry, Student Sorting, and School Input Determination

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