Charter Schools as a Vehicle for Education Reform: Implementation and Outcomes at Three Inner-City Sites

Autor/inn/en	McDonald, Aaron J.; Ross, Steven M.; Bol, Linda; McSparrin-Gallagher, Brenda
Titel	Charter Schools as a Vehicle for Education Reform: Implementation and Outcomes at Three Inner-City Sites
Quelle	In: Journal of Education for Students Placed at Risk, 12 (2007) 3, S.271-300 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	African American Students; Charter Schools; Poverty; Academic Achievement; Program Implementation; Educational Change; Urban Areas; Outcomes of Education; Teaching Methods; Educational Environment; Matched Groups; Teacher Attitudes; Parent Attitudes; State Standards; Achievement Tests; Evaluation Methods + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Charter school; Charter-Schule; Armut; Schulleistung; Bildungsreform; Urban area; Stadtregion; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Elternverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study examined the impact of 3 2nd-year charter schools (1 elementary, 1 middle, and 1 high school) on student achievement, school climate, and pedagogy. All schools served predominantly African American students in an inner-city district. Using a matched treatment-control student analytical design, charter school enrollees were individually matched to highly comparable control students of the same ethnicity, poverty level, gender, and ability. Qualitative and descriptive analyses showed reasonable to good progress in program implementation, very strong school climate, positive teacher and parent perceptions, largely traditional but academically-focused teaching, and positive student achievement on state-mandated tests (p less than 0.05 on 12 out of 18 school x cohort x subtest comparisons). Interpretations of results stress the likely implications of teacher and family choice for effective implementation of the charter schools' academic and organizational programs. (Contains 4 tables and 2 footnotes.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10