The Charter School Movement in the United States: Financial and Achievement Evidence from Ohio

Autor/inn/en	De Luca, Barbara M.; Wood, R. Craig
Titel	The Charter School Movement in the United States: Financial and Achievement Evidence from Ohio
Quelle	In: Journal of Education Finance, 41 (2016) 4, S.438-450 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Charter Schools; Educational Finance; Academic Achievement; Educational Policy; Public Policy; Urban Schools; School Districts; Expenditure per Student; Public Schools; Comparative Analysis; Elementary Secondary Education; Correlation; Discriminant Analysis; Regression (Statistics); Statistical Analysis; Ohio + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bildungsfonds; Schulleistung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Public school; Öffentliche Schule; Korrelation; Diskriminanzanalyse; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The charter school movement in the United States began in Minnesota in 1991 and spread rapidly in nearly every state within the United States in an attempt to provide competition for the traditional public schools. Since the passage of the first charter school laws, and the most recent legislative passage in Alabama, forty-two state legislatures plus the District of Columbia have approved charter school laws and have established charter schools; two states (Maine and Washington) have enabling legislation but have no charter schools (Center for Education Reform, 2015). In 1999-2000, there were 1,524 charter schools in 29 states and the District of Columbia enrolling 339,678 students; by 2011-2012 that number grew to 5,696 in 39 states plus the District of Columbia, with a total enrollment of 2,057,599 students (NCES, 2014). This paper offers an extensive examination of funding and its relationship to student achievement of charter schools compared to traditional public schools within large inner cities in one Midwest state. The paper also provides evidence regarding the central thesis for charter schools as to the efficacy and the reality of the public policy in one selected state. (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01