The impact of charter school attendance on student performance

Booker, Kevin; Gilpatric, Scott M.; Gronberg, Timothy J.; Jansen, Dennis W.

doi:10.1016/j.jpubeco.2006.09.011

Cited by 93 publications

(62 citation statements)

References 7 publications

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“…No statistically significant differences are perceived, however, on learning outcomes, as measured by the math and language tests. This result is in line with the literature in the United States, that shows that the strongest improvements in learning for students that attend charter schools occur after the first few years (Booker, Gilpatric, Gronberg, & Jansen, 2007;Lavertu & Witte 2009). …”

Section: Many Of These Attributes Are Found Insupporting

confidence: 90%

“…Rutherford (2006) highlights teachers' empowerment in charter schools, which is manifested through a higher ability to decide about program contents, more leadership in education, and more investment in professional development. Booker, Gilpatric, Gronberg, & Jansen (2007) argue that independent schools improve student performance by adapting their programs to the context and characteristics of students. The capacity for innovation and exploration of new pedagogical approaches, a greater involvement of parents and families, community participation through financial support and volunteerism, and stronger pressure to achieve goals and be accountable to the community have also been identified as major drivers of success and satisfaction with the school (Berends, Cannata, Goldring, & Preston, 2012;Bifulco & Ladd, 2005;Bierlein, Finn, Manno, & Vanourek, 1998).…”

Section: Discussionmentioning

confidence: 99%

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Impact Evaluation of a Privately Managed Tuition-Free Middle School in a Poor Neighborhood in Montevideo

Cid

Balsa

2011

SSRN Journal

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Using a randomized trial, we evaluate the impact of a free privately-managed middle school in a poor neighborhood. The research compares over time adolescents randomly selected to enter Liceo-Jubilar and those that were not drawn in the lottery. Besides positive impacts on expectations, we find better educational outcomes in the treatment group relative to control subjects. The features of Liceo-Jubilar -autonomy of management, capacity for innovation, and adaptation to the context-contrast with the Uruguayan highly centralized and inflexible public education system. Our results shed light on new approaches to education that may contribute to improve opportunities for disadvantaged adolescents in developing countries. Unlike the experiences of charter schools in developed countries, Liceo-Jubilar does not have autonomy regarding the formal school curricula nor depends on public funding by any means.

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Section: Many Of These Attributes Are Found Insupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Impact Evaluation of a Privately Managed Tuition-Free Middle School in a Poor Neighborhood in Montevideo

Cid

Balsa

2011

SSRN Journal

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“…Researchers relying on quasi-experimental methods show mixed results for the effect of charter schools on student achievement (Booker et al 2007;CREDO 2013;Davis & Raymond 2012;Hanushek et al 2007;Bifulco & Ladd 2006;Sass 2006;Zimmer & Buddin 2006;Zimmer et al 2009Zimmer et al , 2012; for a review see Betts & Tang 2014, Teasley 2009). These types of studies reveal that students in charter schools perform similarly to, but not better than, students in traditional public schools.…”

Section: Student Achievementmentioning

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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“…Thus, the ideas about institutional structure are 33 A number of studies have based the analysis on student fixed effects, relying on students moving in and out of charter schools to identify the impact of charters (Booker, Gilpatric, Gronberg, and Jansen (2007); Bifulco and Ladd (2006);Hanushek, Kain, Rivkin, and Branch (2007)). These studies have generally pointed to a range of quality for charter schools but highlight start-up problems.…”

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confidence: 99%

How Much Do Educational Outcomes Matter in OECD Countries?

Hanushek¹,

Woessmann²

2010

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Existing growth research provides little explanation for the very large differences in long-run growth performance across OECD countries. We show that cognitive skills can account for growth differences within the OECD, whereas a range of economic institutions and quantitative measures of tertiary education cannot. Under the growth model estimates and plausible projection parameters, school improvements falling within currently observed performance levels yield very large gains. The present value of OECD aggregate gains through 2090 could be as much as $275 trillion, or 13.8 percent of the discounted value of future GDP. Extensive sensitivity analyses indicate that, while differences between model frameworks and alternative parameter choices make a difference, the economic impact of improved educational outcomes remains enormous. Interestingly, the quantitative difference between an endogenous and neoclassical model framework -with improved skills affecting the long-run growth rate versus just the steady-state income level -matters less than academic discussions suggest. We close by discussing evidence on which education policy reforms may be able to bring about the simulated improvements in educational outcomes.

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The impact of charter school attendance on student performance

Cited by 93 publications

References 7 publications

Impact Evaluation of a Privately Managed Tuition-Free Middle School in a Poor Neighborhood in Montevideo

Impact Evaluation of a Privately Managed Tuition-Free Middle School in a Poor Neighborhood in Montevideo

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

How Much Do Educational Outcomes Matter in OECD Countries?

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