Study Finds Charter Networks Give No Clear Edge on Results

Autor/in	Shah, Nirvi
Titel	Study Finds Charter Networks Give No Clear Edge on Results
Quelle	In: Education Week, 31 (2011) 11, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Charter Schools; Academic Achievement; Nonprofit Organizations; Public Education; Standards; Student Behavior; Educational Assessment; Comparative Analysis + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulleistung; Nonprofit-Organisation; Öffentliche Erziehung; Standard; Student behaviour; Schülerverhalten; Education; assessment; Bewertungssystem
Abstract	The author reports on a national study of middle school students in 40 charter networks which finds that, when it comes to having an impact on student achievement, results vary and, overall, charter students do not learn dramatically more than their counterparts in regular public schools. The findings from the research group Mathematica and the Center on Reinventing Public Education at the University of Washington Bothell underscore the point that being run by a charter-management organization, or CMO, is not a predictor of an individual school's or student's success, and that CMOs cannot be lumped together as being effective or ineffective. Previous studies have shown the same about individual charters. The study made public last week is part of a long-running project by Mathematica of Princeton, New Jersey, and the Center on Reinventing Public Education. It involved 40 CMOs with 292 schools in 14 states; all the management groups were nonprofits that controlled at least four schools and had at least four schools open in fall 2007. The researchers focused on charter-management organizations to explore whether that model could be effective for scaling up the successes of individual charter schools. Charters are publicly funded but free of many rules governing regular public schools. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10