Turnaround and Closure Rates in the Charter and District Sectors

Autor/in	Stuit, David
Titel	Turnaround and Closure Rates in the Charter and District Sectors
Quelle	In: Journal of Education for Students Placed at Risk, 17 (2012) 1-2, S.40-54 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2012.637032
Schlagwörter	Charter Schools; Educational Improvement; Educational Indicators; Educational Administration; Low Achievement; School Districts; Reading Achievement; Mathematics Achievement; School Turnaround; Achievement Gains; Trend Analysis; Arizona; California; Florida; Michigan; Minnesota; North Carolina; Ohio; Pennsylvania; Texas; Wisconsin + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Bildungsverwaltung; Schuladministration; Schulverwaltung; Unterdurchschnittliche Leistung; School district; Schulbezirk; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Trendanalyse; Kalifornien
Abstract	This article examines the turnaround and closure rates of charter and district schools in 10 states to determine if one school sector has done comparatively better than the other at addressing chronically low-performing schools. Low-performing charter and district schools were identified in 2003-04 based on their reading and math proficiency rates and adequate yearly progress status. These low-performing schools were tracked through 2008-09 to determine how many made dramatic turnarounds and how many were shut down. The data show that only 26 (1.3%) of the 2,025 schools that were low-performing in 2003-04 made performance gains that were large enough to qualify as fully successful turnarounds. Low-performing charter schools were no more likely to turn around than their district counterparts, although they were twice as likely to be closed down. These findings quantify the complexity of the turnaround challenge. If charter schools are unable to succeed at turnarounds, despite greater operational autonomy and greater accountability pressure, it may suggest less optimism for success in the traditional public school sector. (Contains 4 tables, 4 footnotes, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10