A Comparison of Open Enrollment Charter Schools and Traditional Public Schools in a Texas Region

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Autor/in	Hinojosa, Maria
Titel	A Comparison of Open Enrollment Charter Schools and Traditional Public Schools in a Texas Region
Quelle	(2009), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Kingsville
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-6706-6
Schlagwörter	Hochschulschrift; Dissertation; Traditional Schools; High Schools; Charter Schools; Nontraditional Education; Dropout Rate; Dropouts; Comparative Analysis; Open Enrollment; Accountability; Accreditation (Institutions); Academic Achievement; Achievement Gains; State Standards; Attendance; Expenditure per Student; Scores; Statistical Analysis; Statistical Significance; School Districts; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Traditioneller Unterricht; High school; Oberschule; Charter school; Charter-Schule; Non-traditional education; Alternative Erziehung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Open entry; Offenes Bildungssystem; Verantwortung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Schulleistung; Achievement gain; Leistungssteigerung; Anwesenheit; Statistische Analyse; School district; Schulbezirk
Abstract	Open enrollment charter schools are monitored and accredited under the statewide testing and accountability system, just like traditional public schools. Accountability is critical for charter schools because if these schools do not improve student achievement they are at risk of having their charter terminated. As of the most recent publication by TEA (2009), Region 20 Educational Service Center area has 29 approved charters and 52 open enrollment sites. Since there is little research conducted on charter schools, this study determined if charter schools are in fact an effective alternative to traditional education. The study examined student achievement, attendance rates, dropout rates, and expenditures per pupil in both charter schools and traditional schools in Region 20. The data used for this study was collected using pre-existing data sets: TEA 2008 Snapshot; Texas Education Agency report entitles Texas Open-Enrollment Charter Schools Evaluation, February 2008; and the Academic Excellence Indicator System Data Files for 2007-2008. The sample for this study included 30 open enrollment charter high schools and 30 traditional high schools in Region 20 during the 2007-2008 school year. An examination of the findings indicated that exit level mathematics results for charter schools was ( M = 53.60, SD = 23.032), and for traditional schools was ( M = 77.13, SD = 12.275), indicating that traditional schools have a higher average in math exit level TAKS scores. Science TAKS scores for charter schools was ( M = 55.53, SD = 20.082), and for traditional schools was ( M = 79.93, SD = 12.275), indicating that traditional schools have a higher average in science exit level TAKS scores. Attendance rates results for charter schools was ( M = 90.63, SD = 5.5061), and for traditional schools was ( M = 95.363, SD = 0.8743), indicating that traditional schools have a higher average in attendance rates. Dropout rate results for charter schools was ( M = 8.603, SD = 11.5188), and for traditional schools was ( M = 3.198, SD = 2.6375), indicating that traditional schools have a lower dropout rate than charter schools. Expenditures per pupil for charter schools was ( M = $5,838.90, SD = 2957.77), and for traditional schools was ( M = $7,816.37, SD = 4080.12), indicating that traditional schools have higher expenditures per pupil than charter schools. In addition, a one way analysis of variance was conducted on all null hypotheses. The (ANOVA) found each dependent variable (school achievement, attendance rates, dropout rates, and expenditures per pupil) to be statistically significant to school type (charter vs. traditional). The study is significant in that it provided valuable data for the participating traditional school districts and charter schools in the Region 20 Educational Service center area. In addition, the study provided valuable information to higher educational institutions interested in alternative education models and whether or not they are effective tools in the accountability arena. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10