Evaluating Non-Cognitive Skills among Students Switching into and out of Charter Schools in North Carolina

Autor/in	Spees, Lisa P.
Titel	Evaluating Non-Cognitive Skills among Students Switching into and out of Charter Schools in North Carolina
Quelle	In: Journal of School Choice, 13 (2019) 2, S.135-157 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spees, Lisa P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2018.1560856
Schlagwörter	Charter Schools; Outcomes of Education; Thinking Skills; School Choice; Academic Achievement; North Carolina + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Lernleistung; Schulerfolg; Denkfähigkeit; Choice of school; Schulwahl; Schulleistung
Abstract	Despite several charter schools specifically targeting improving students' noncognitive skills, the majority of charter school literature focuses on cognitive learning outcomes. Using behavioral measures as proxies for noncognitive outcomes, I find that North Carolina charter schools have no effect on tardiness or unexcused absences but are slightly improving total absences, suspensions, and disciplinary infractions. These positive results were driven primarily by charter schools that had been operating for at least five years. My results suggest that charter schools should be evaluated on a wider selection of outcomes than just standardized test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01