Who Participates in Charter School Programs in Michigan? Policy Report 29

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Autor/in	Ni, Yongmei
Institution	Michigan State University, Education Policy Center
Titel	Who Participates in Charter School Programs in Michigan? Policy Report 29
Quelle	(2007), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Low Income Groups; Minority Groups; African American Students; Racial Differences; Academic Achievement; Low Achievement; Socioeconomic Status; Poverty; Disadvantaged Youth; Public Schools; Racial Factors; Ethnicity; Socioeconomic Influences; Mathematics Achievement; Reading Achievement; Grade 4; Grade 7; Grade 8; Grade 11; Student Characteristics; Place of Residence; Disproportionate Representation; Michigan + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Ethnische Minderheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Schulleistung; Unterdurchschnittliche Leistung; Socio-economic status; Sozioökonomischer Status; Armut; Benachteiligter Jugendlicher; Public school; Öffentliche Schule; Ethnizität; Sozioökonomischer Faktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Wohnort
Abstract	The empirical evidence about whom charter schools serve is extensive but inconclusive. Some studies conclude that America's charter schools serve a larger percentage of minority and low-income students than do the nation's traditional public schools (TPS) (U.S. Department of Education, 2004). Other studies find charter students are not more disadvantaged on average than students in regular public schools. The case in Michigan is clearer, though still mixed. The data analysis described in this brief finds that charter schools in Michigan enroll disproportionately more African American students than TPSs and that charter students score lower on statewide assessments of academic achievement. The data also reveal that charter schools attract more socially advantaged students in high-poverty areas, while serving more disadvantaged students from affluent areas. This analysis is based on student-level data for spring 2004 from Michigan's Single Record Student Database (SRSD) and 2003-2004 test scores from the Michigan Evaluation and Assessment Program (MEAP). The SRSD contains detailed individual information on each K-12 student in Michigan's public schools. Information used in this brief includes student race/ethnicity as well as eligibility for free or reduced priced lunch (FRL), which is a proxy for socio-economic status (SES). Academic achievement for this analysis is based on MEAP scores in mathematics and reading. During 2003-2004 reading was tested only in grades 4, 7 and 11, and math in grades 4, 8 and 11. This brief compares the characteristics of students attending charter schools and TPSs by race, socioeconomic status and academic achievement, as well as by combinations of these characteristics. In addition, because charter schools tend to be located in certain types of communities, charter and traditional school characteristics are also compared to where students live: central cities, suburbs, or rural areas. Findings indicated that: (1) Charter schools serve disproportionately more African American students than TPSs; (2) Contrary to the conventional argument that charter schools serve more socially disadvantaged students, this research shows that, although charter school students are more likely to be socially disadvantaged than traditional public school students at the state level, charter school students from relatively poor communities are more advantaged than TPS students from their own racial groups; and (3) Charter school students have significantly lower MEAP scores on average than TPS students. (Contains 5 tables and 2 footnotes.) (ERIC).
Anmerkungen	Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/05