Charter Schools Indicators: A Report from the Center on Educational Governance, University of Southern California. CSI-USC 2008

Institution	University of Southern California (USC), Center on Educational Governance (CEG)
Titel	Charter Schools Indicators: A Report from the Center on Educational Governance, University of Southern California. CSI-USC 2008
Quelle	(2008), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Charter Schools; Educational Indicators; Governance; School Effectiveness; Educational Finance; Educational Quality; Academic Achievement; Productivity; Federal Programs; Accountability; Investment; Teacher Qualifications; English Language Learners; Classification; Language Arts; Mathematics; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Educational indicato; Bildungsindikator; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schuleffizienz; Bildungsfonds; Quality of education; Bildungsqualität; Schulleistung; Produktivität; Verantwortung; Investments; Geldanlage; Investiton; Lehrqualifikation; Classification system; Klassifikation; Klassifikationssystem; Sprachkultur; Mathematik; Kalifornien
Abstract	This report, which is the second annual report on charter schools in California by the University of Southern California's (USC's) Center on Educational Governance, offers a unique view of charter school performance. Using both financial and academic data submitted by school districts to the state of California, this report looks well beyond test scores to evaluate charter schools in four areas: (1) financial resources and investment; (2) school quality; (3) student performance; and (4) academic productivity. This year's report shows that California's maturing charter schools have achieved greater financial security. Charters have more assets relative to liabilities: They own more compared to what they owe. In addition, charters have increased their financial reserves without sacrificing classroom investment, still 50 to 75 percent of revenues. Yet California charter schools receive mixed messages. State accountability measures indicate improvement in overall academic achievement. But California charters are less able to meet Adequate Yearly Progress (AYP) goals, which suggests charters are not keeping up with the federally mandated increases in student achievement targets, as established under No Child Left Behind. This apparent contradiction is not unique to California or to charter schools. AYP goals are reset automatically each year in every state for all public schools, leaving more schools behind even as state accountability measures, such as California's Academic Performance Index (API), show absolute gains each year--improvements that are not sufficient to surpass AYP achievement targets. Since the last report, California's charter school population has increased by 13.2 percent, from 545 schools to 617. A larger proportion of the charter school population has reached the five-year charter renewal process, while the state is accrediting more and more charter schools. For charters new and established to learn from one another, schools need to submit accountability data in a timely fashion to the California Department of Education. Although more charter schools are doing so, more than a few fail to submit required reports, omit extensive data or submit them too late to be of value. The following are appended: (1) Data Sources and Terms; (2) Creating CSI-USC; and (3) Index and Data Sources. (ERIC).
Anmerkungen	Center on Educational Governance. 3470 Trousdale Parkway, WPH 901, Los Angeles, CA 90089. Tel: 213-740-0697; Fax: 213-740-4184; Web site: http://www.uscrossier.org/ceg/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01