Do Charter Schools Harm Traditional Public Schools? Years of Test-Score Data Suggest They Don't. Report

Autor/in	Winters, Marcus A.
Institution	Manhattan Institute for Policy Research
Titel	Do Charter Schools Harm Traditional Public Schools? Years of Test-Score Data Suggest They Don't. Report
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Traditional Schools; Public Schools; Correlation; Tests; Scores; Achievement Gains; Educational Quality; Geographic Regions; School Districts; Mathematics Achievement; Language Arts; Competition; American Community Survey + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Traditioneller Unterricht; Public school; Öffentliche Schule; Korrelation; Examination; Prüfung; Examen; Achievement gain; Leistungssteigerung; Quality of education; Bildungsqualität; School district; Schulbezirk; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Wettkampf
Abstract	When the number of charter schools in a given area increases, are students who remain in traditional public schools worse off? This is a claim often made by opponents of school choice; gains made by students in charter schools, they say, come at the expense of students left behind. There is scant evidence to support this view in the existing literature, which suggests that charter schools have either no effect or even a small positive effect on students in traditional public schools. Admittedly, though, much of this research focuses on short-run test-score outcomes, and thus might miss any longer-term negative effects. Therefore, in this report, the author takes a more descriptive approach to the evidence on the relationship between charter schools and declines in public school quality. Using school-level test-score data across the United States made available by Stanford Education Data Archive (SEDA), the author shows that there is a very small but positive relationship between the proportion of students within a geographic district who attend a charter school as of 2009 and the test-score growth for students enrolled in the traditional public schools in the same district over the next seven years. The analysis in this report is intended not to show causality, but rather to show that the general pattern of test-score outcomes over this period is simply not consistent with the claim that charter school exposure for a meaningful period of time produces declines in the performance of traditional public schools. (ERIC).
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	2024/1/01