The Sorting Effect of Charter Schools on Student Composition in Traditional Public Schools

Autor/in	Ni, Yongmei
Titel	The Sorting Effect of Charter Schools on Student Composition in Traditional Public Schools
Quelle	In: Educational Policy, 26 (2012) 2, S.215-242 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904810386598
Schlagwörter	Urban Schools; Charter Schools; Middle Schools; Disadvantaged Schools; School Choice; Disadvantaged Youth; School Policy; Racial Composition; Socioeconomic Status; Public Schools; Elementary Schools; Transfer Students; Disproportionate Representation; Michigan + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Middle school; Mittelschule; Mittelstufenschule; Choice of school; Schulwahl; Benachteiligter Jugendlicher; Schulpolitik; Socio-economic status; Sozioökonomischer Status; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	This article investigates how Michigan's charter school policy influences the composition of students by race and socioeconomic status in urban traditional public schools. Using 2 years of student-level data in Michigan' urban elementary and middle schools, the dynamic student transfers between charter schools and TPSs are analyzed through a series of hierarchical generalized linear models. The two-way transfer analysis shows that the student sorting under the charter school program tends to intensify the isolation of disadvantaged students in less effective urban schools serving a high concentration of similarly disadvantaged students. The findings imply that a challenge for the state policy makers is to help disadvantaged students who are left behind in the most disadvantaged schools, without significantly reducing the benefits to students who take advantage of school choice. (Contains 5 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10