The Effects of Charter High Schools on Educational Attainment

Booker, Kevin; Sass, Tim R.; Gill, Brian; Zimmer, Ron

doi:10.1086/658089

Cited by 96 publications

(91 citation statements)

References 13 publications

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“…The samples, however, are confined to certain geographic areas, so it is difficult to generalize to other locations. Booker et al (2011) examined charter high schools in Chicago and Florida, where they found that charter high school students were 7-15 percentage points more likely to graduate and 8-10 percentage points more likely to enroll in college compared with students who attended charter middle schools but then attended traditional public high schools. Booker et al (2014) extended this study to examine college persistence and earnings.…”

Section: Educational Attainmentmentioning

confidence: 99%

Sociology and School Choice: What We Know After Two Decades of Charter Schools

2015

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Charter schools have been on the educational reform landscape for over twenty years. In the last ten years, a number of rigorous studies have examined the effects of these schools on student achievement and educational attainment. Findings reveal mixed results where student achievement is concerned (i.e., some positive, some negative, some neutral) and positive results in terms of educational attainment (i.e., high school graduation and college attendance). The article places this research within a framework that draws on both market and institutional theories, and concludes that additional research on the social organization of charter schools and traditional public schools is needed to better understand the conditions under which school choice is or is not effective.

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Section: Educational Attainmentmentioning

confidence: 99%

Sociology and School Choice: What We Know After Two Decades of Charter Schools

2015

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“…On the other side of this spectrum are countries like England or the majority of the U.S. states that have regular student assessments but do not allow merging different databases. A few notable exceptions to that rule are for instance Florida, Texas, Chicago, Charlotte-Mecklenburg (North Carolina), and New York City that allow linking student records to subsequent postsecondary education (Booker et al, 2011), criminal records or labor market outcomes (Clark and Martorell, 2014). These are generally rare because they require agreements and cooperation of multiple governmental agencies 16 .…”

Section: The Use Of Administrative Data Around the Worldmentioning

confidence: 99%

Education Research and Administrative Data

Figlio¹,

Karbownik²,

Salvanes³

2015

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Thanks to extraordinary and exponential improvements in data storage and computing capacities, it is now possible to collect, manage, and analyze data in magnitudes and in manners that would have been inconceivable just a short time ago. As the world has developed this remarkable capacity to store and analyze data, so have the world's governments developed large-scale, comprehensive data files on tax programs, workforce information, benefit programs, health, and education. While these data are collected for purely administrative purposes, they represent remarkable new opportunities for expanding our knowledge. This chapter describes some of the benefits and challenges associated with the use of administrative data in education research. We also offer specific case studies of data that have been developed in both the Nordic countries and the United States, and offer an (incomplete) inventory of data sets used by social scientists to study education questions on every inhabited continent on earth.

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“…The use of distance as an instrument for charter enrollment parallels the use of geographic instruments in previous research on college and school choice (see, e.g., Card, 1995, Neal, 1997, and Booker et al, 2011.…”

Section: The Distance Instrumentmentioning

confidence: 87%

The Demand for Effective Charter Schools

Walters

2014

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This paper studies the demand for charter schools in Boston, Massachusetts, with an emphasis on comparative advantage in school choice. I model charter school application and attendance decisions in a generalized Roy selection framework that links students' preferences to the achievement gains generated by charter attendance. I estimate the model using instruments based on randomized admission lotteries and distance to charter schools. The estimates show that students do not sort into charter schools on the basis of comparative advantage in academic achievement. Charter schools generate larger test score gains for disadvantaged, low-achieving students, but demand for charters is stronger among richer students and high achievers. Similarly, achievement benefits are larger for students with weaker unobserved preferences for charter schools. As a result, counterfactual simulations indicate that charter expansion is likely to be most effective when accompanied by efforts to target students who are currently unlikely to apply.

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The Effects of Charter High Schools on Educational Attainment

Cited by 96 publications

References 13 publications

Sociology and School Choice: What We Know After Two Decades of Charter Schools

Sociology and School Choice: What We Know After Two Decades of Charter Schools

Education Research and Administrative Data

The Demand for Effective Charter Schools

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