Charter School Effects in an Urban School District: An Analysis of Student Achievement Gains in Indianapolis. Research Brief

Autor/inn/en	Nicotera, Anna; Mendiburo, Maria; Berends, Mark
Institution	Vanderbilt University, National Center on School Choice
Titel	Charter School Effects in an Urban School District: An Analysis of Student Achievement Gains in Indianapolis. Research Brief
Quelle	(2010), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Mathematics Achievement; Reading Achievement; Charter Schools; Program Effectiveness; Achievement Gains; Recognition (Achievement); School Choice; Urban Schools; Researchers; School Districts; Educational Change; Capacity Building; Indiana + Suchen Sie Ihr Suchwort? Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Charter school; Charter-Schule; Achievement gain; Leistungssteigerung; Soziale Anerkennung; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Researcher; Forscher; School district; Schulbezirk; Bildungsreform
Abstract	The current study aimed to reach a deeper understanding of the effects of charter schools by examining student achievement in one unique setting--Indianapolis. Although the charter school initiative in Indianapolis has received national recognition for its innovations, entrepreneurial leaders, and capacity to build local support (Skinner, 2007), there has been little systematic evidence regarding the impact of charter schools on student outcomes. Researchers from the National Center on School Choice examined the impact of attending charter schools on students who switched from traditional public schools to one of the charter schools authorized by the Indianapolis mayor's office. The study relied on student achievement data collected by the Northwest Evaluation Association (NWEA) for the 2002-03 through 2005-06 school years in Indianapolis' charter and traditional public schools. A student fixed-effects model was utilized to limit selection bias. Central research questions of this study were: (1) What impact do charter schools authorized by the Indianapolis mayor's office have on student achievement?; and (2) What policy lessons can be learned from these charter schools? Researchers hypothesized that although students may experience an initial loss in achievement levels when transitioning to a charter school, over time their achievement gains will be larger than the gains they experienced while attending traditional public schools. Researchers also hypothesized that because of the levels of support and autonomy charter schools have been given in Indianapolis, students of these charter schools will make greater gains in mathematics and reading achievement than when they attended traditional public schools. Key findings include: (1) Students who switched to Indianapolis charter schools experienced significant gains in mathematics achievement; and (2) Several factors came together may have contributed to positive effects on student achievement, including support from key players for charter reform and independent authorization of the charter schools by the mayor's office. (Contains 3 footnotes.) (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