Literaturnachweis - Detailanzeige
| Autor/in | Winters, Marcus A. |
|---|---|
| Institution | Manhattan Institute for Policy Research |
| Titel | Issues 2016: Charter Schools Are Better at Retaining Hard-to-Educate Students. Reality Check |
| Quelle | (2016), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Charter Schools; School Holding Power; At Risk Students; Special Education; Disabilities; English Language Learners; Low Achievement; Scores; Urban Schools; Public Schools; Comparative Analysis; Colorado (Denver); New York (New York) |
| Abstract | Though charter schools are revolutionizing U.S. urban education, critics often assert that charters post higher test scores than surrounding traditional public schools because they systematically remove their most difficult-to-educate students. To substantiate this claim, charter critics note that smaller percentages of charter students are enrolled in special education or are classified as English-language learners (ELL) than in traditional public schools, while citing various anti-charter anecdotes supplied by disgruntled parents of former charter students. Key findings include: (1) Students with disabilities are more likely to remain in their school if it is a charter than if it is a traditional public school: in Denver, for instance, four years after entry into kindergarten, 65 percent of students with disabilities remained in their charter, compared with 37 percent of such students in traditional public schools; (2) Students learning English are more likely to remain in their school if it is a charter than if it is a traditional public school: in New York City, among students classified as English-language learners, 82 percent who originally enrolled in charters for kindergarten remained in their schools four years later, compared with 70 percent of such students in traditional public schools; and (3) Students with low test scores are as likely to remain in charters as they are to remain in traditional public schools: this result was found in Denver, New York City, and an anonymous urban school district in the Midwest. (As Provided). |
| Anmerkungen | Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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