Examining a Decade of Reading and Mathematics Student Achievement among Primary and Secondary Traditional Public School and Charter School Students: A Meta-Analytic Investigation

Autor/inn/en	Erickson, Matthew J.; Larwin, Karen H.; Isherwood, Robert S.
Titel	Examining a Decade of Reading and Mathematics Student Achievement among Primary and Secondary Traditional Public School and Charter School Students: A Meta-Analytic Investigation
Quelle	In: Journal of College Teaching & Learning, 10 (2013) 4, S.213-222 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	Reading Achievement; Mathematics Achievement; Public Schools; Charter Schools; Elementary School Students; Secondary School Students; Meta Analysis; Effect Size; Socioeconomic Status; English Language Learners; Competition; Special Education; School Choice + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule; Charter school; Charter-Schule; Sekundarschüler; Meta-analysis; Metaanalyse; Socio-economic status; Sozioökonomischer Status; Wettkampf; Special needs education; Sonderpädagogik; Sonderschulwesen; Choice of school; Schulwahl
Abstract	The current investigation will synthesize numerous studies conducted across the nation at the elementary, middle and high school levels. Meta-analytic techniques will assist parents and educators in making evidence-based decisions while adding to the research supporting educational reform and promoting best practices in both educational models. This study was specifically designed to consider a number of variables in charter schools relative to traditional public schools, including socioeconomic status, English language learning, school competition, and eligibility for special education that may impact student mathematics and reading achievement. The findings of the current investigation suggest that students in charter school programs are not performing as well as students in traditional public schools on mathematics and reading achievement examinations. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10