Literaturnachweis - Detailanzeige
| Institution | What Works Clearinghouse (ED) |
|---|---|
| Titel | WWC Quick Review of the Report "Charter School Performance in New York City" |
| Quelle | (2010), (1 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Institutional Characteristics; Mathematics Achievement; Reading Achievement; Charter Schools; Public Schools; Comparative Analysis; Attendance; Data Analysis; New York |
| Abstract | The study examined the effect of charter school attendance on annual student achievement growth in math and reading. The research described in this report is consistent with WWC evidence standards with reservations. Strengths: The study matched charter school students to similar students in traditional public schools using demographic and academic characteristics. Cautions: Although the study matched charter school students to traditional public school students based on observed demographic characteristics and test scores, unobserved differences between the two groups may remain. In particular, the types of students who decide to attend charter schools may differ from the types that do not in unobserved ways, such as motivation, that may also influence student achievement. In addition, it is unclear whether the students and schools examined in the study's school-level comparisons were initially equivalent; therefore, the results of this analysis are not reported in this quick review. [The following study is the focus of this "Quick Review": Center for Research on Education Outcomes. (January 2010). "Charter school performance in New York City." Stanford, CA. Details on methodology can be found in: Center for Research on Education Outcomes. (June 2009). "Multiple choice: Charter school performance in 16 states." Stanford, CA.] (Contains 1 footnote.) (ERIC). |
| Anmerkungen | What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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