Instructional Conditions in Charter Schools and Students' Mathematics Achievement Gains. Research Brief

Autor/inn/en	Berends, Mark; Goldring, Ellen; Stein, Marc; Cravens, Xiu
Institution	Vanderbilt University, National Center on School Choice
Titel	Instructional Conditions in Charter Schools and Students' Mathematics Achievement Gains. Research Brief
Quelle	(2010), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; School Choice; Achievement Gains; Mathematics Achievement; Instructional Innovation; Educational Opportunities; Instructional Effectiveness; Educational Environment; Educational Policy; Comparative Analysis; Idaho; Indiana; Minnesota + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Choice of school; Schulwahl; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Educational Innovation; Bildungsinnovation; Bildungsangebot; Bildungschance; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik
Abstract	When examining school choice in the United States, one is struck by the variety of options available as well as the bitter controversies surrounding these choices. Nevertheless, the school choice movement is gathering steam, and research on choice is expanding to assess whether or not the movement is doing what it aims to do: advance educational opportunities for students by expanding school choice options to families (Berends, Springer, Ballou, & Walberg, 2009). As part of a larger National Center on School Choice research effort investigating the relationship between instructional conditions and academic achievement in schools of choice and traditional public schools, the study described in this brief was based on survey data collected from teachers and principals in a sample of charter and traditional public schools in spring 2006. Researchers also examined student achievement data from the Northwest Evaluation Association (NWEA) for the 2002-03 through 2005-06 school years. The sample included 1,727 students from a matched convenience sample of 44 charter and traditional public schools in NWEA-tested schools in Idaho, Indiana, and Minnesota. Findings reveal that mathematics achievement gains were similar for students who attend charter schools and students who attend traditional public schools. Greater instructional innovation did not result in greater achievement gains. [This brief summarizes research reported in the following journal article: Berends, M., Goldring, E., Stein, M., & Cravens, X. (2010). Instructional conditions in charter schools and students' mathematics achievement gains. "American Journal of Education," 116 (3), 303-335.] (ERIC).
Anmerkungen	National Center on School Choice, Vanderbilt University. Box 459 GPC, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-8107; Fax: 615-322-8828; Web site: http://www.vanderbilt.edu/schoolchoice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10