The Impact of Charter Schools on Promoting High Levels of Mathematics Achievement

Autor/inn/en	Plucker, Jonathan A.; Makel, Matthew C.; Rapp, Kelly E.
Titel	The Impact of Charter Schools on Promoting High Levels of Mathematics Achievement
Quelle	In: Journal of School Choice, 1 (2007) 4, S.63-76 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
Schlagwörter	Traditional Schools; Charter Schools; School Restructuring; Academically Gifted; Mathematics Achievement; Academic Achievement; Program Effectiveness; White Students; African American Students; Achievement Tests; Scores; Achievement Gains; Statistical Analysis; Georgia + Suchen Sie Ihr Suchwort? Traditioneller Unterricht; Charter school; Charter-Schule; Schulreformplan; Schulumwandlung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Statistische Analyse
Abstract	This study compares achievement levels for high ability students attending charter schools and students in traditional public schools in Georgia. Researchers examined student achievement (as assessed by the state's Criterion-Referenced Competency Tests) using three comparison groups: students in the closest traditional schools with similar grade levels, schools with similar demographics, and comprehensive school reform schools. Hierarchical loglinear analysis was used to determine the impact of school type and student demographic variables on student achievement mobility (i.e., the degree to which students, from 2004 to 2005, moved into or out of the top 10% of each grade level on the CRT mathematics subtest). Results for the first comparison did not provide evidence of a significant relationship between school type and achievement mobility, but results for the second and third comparisons suggest that Black students generally experienced positive or neutral achievement mobility in traditional schools and negative mobility in charter schools; White students generally saw negative achievement mobility in traditional schools and neutral to positive mobility in charter schools. Implications for the study of gifted education and gifted students within charter schools are discussed. (Contains 6 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10