Choice, Flexibility, Accountability Drive School Improvement: One Kind of Public School Is Improving Faster than Another Kind. What Explains Charter Success?

Autor/in	Richmond, Greg
Titel	Choice, Flexibility, Accountability Drive School Improvement: One Kind of Public School Is Improving Faster than Another Kind. What Explains Charter Success?
Quelle	In: Education Next, 22 (2022) 2, S.36-43 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	School Choice; School Effectiveness; Educational Improvement; Charter Schools; Accountability; Public Schools; Poverty; Minority Group Students; School Districts; Academic Achievement; Disadvantaged; Incentives; Educational Practices; Outcomes of Education; Decision Making; School Administration; School Closing; State Legislation; Educational Innovation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Charter school; Charter-Schule; Verantwortung; Public school; Öffentliche Schule; Armut; School district; Schulbezirk; Schulleistung; Anreiz; Bildungspraxis; Lernleistung; Schulerfolg; Decision-making; Entscheidungsfindung; School closings; Schule; Schließung; Schließung (von Schulen); Landesrecht; Instructional innovation; Bildungsinnovation
Abstract	For some time, research has indicated that charter schools, on average, provide a superior education to students living in poverty, Black students, and Hispanic students. Now, research also shows charter schools are improving at a faster rate than district schools. To accelerate the achievement of all children in all types of schools, it may help to take a closer look at why one group of public schools (charter) is improving faster than another (district). The answer is twofold: (1) The combination of choice and flexibility provides charter schools with the incentive and the ability to implement practices that lead to better results; and (2) The charter sector has taken decisive actions based on those results, closing low-performing schools and replicating those that are succeeding. These two factors work in tandem and reinforce each other to drive improvement; one without the other would not likely produce the same level of progress. States began enacting charter-school laws 30 years ago, in part to create a "laboratory" for learning about effective innovation and improvement that could be transferred to other public schools. Three decades in, that knowledge is available and, if educators do learn from it and apply it throughout public education, it can be used to accelerate learning for all children. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01