Evaluation of Connecticut Charter Schools and the Charter School Initiative. Final Report.

Autor/inn/en	Miron, Gary; Horn, Jerry
Institution	Western Michigan Univ., Kalamazoo. Evaluation Center.
Titel	Evaluation of Connecticut Charter Schools and the Charter School Initiative. Final Report.
Quelle	(2003), (233 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Charter Schools; Educational Quality; Educational Technology; Elementary Secondary Education; Governance; Mission Statements; Parent Participation; Program Effectiveness; Public Schools; School Districts; School Safety; Special Needs Students; Standardized Tests; Student Attitudes; Student Characteristics; Teaching Conditions; Connecticut + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Charter school; Charter-Schule; Quality of education; Bildungsqualität; Unterrichtsmedien; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Elternmitwirkung; Public school; Öffentliche Schule; School district; Schulbezirk; Sonderpädagogischer Förderbedarf; Standadised tests; Standardisierter Test; Schülerverhalten; Lehrbedingungen; Unterrichtsbedingungen
Abstract	In 1997, the Connecticut State Department of Education awarded a grant Western Michigan University to evaluate Connecticut's charter schools and charter school initiative from 1997-2002. The study used existing databases, site visits, focus groups, and surveys to gather data regarding the movement's effectiveness, progress, and impact, examining the extent to which all students were being serviced and specific goals and objectives were being met; shortcomings and barriers to meeting student needs; successes and shortcomings in the development of school governance procedures and policies; and long-term positive and negative effects on students and parents associated with charter school attendance. Only 13 of the 18 charter schools remained in operation at the end of the study. Those that remained open were strong and successful, targeting students with needs not well met in traditional public schools. Because of the selective admission process and closure of struggling schools, those that remained open were highly accountable and provided unique programs that differed from surrounding public schools. The small size of the reform made it possible for the state to provide effective assistance and oversight. There was a correlation between perceived positive impact and positive relationships between charter and host district schools. Includes 90 tables/figures. The appendices include survey results for parents, teachers/staff, and students. (Contains 19 references.) (SM)
Anmerkungen	Evaluation Center, Western Michigan University, Kalamazoo, MI 49008-5178. Tel: 616-387-5898; Fax: 616-387-5923; e-mail: eval-center@wmich.edu; Web site: http://www.wmich.edu/evalctr/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC