Charter School Operations and Performance: Evidence from California.

Autor/inn/en	Zimmer, Ron; Buddin, Richard; Chau, Derrick; Gill, Brian; Guarino, Cassandra; Hamilton, Laura; Krop, Cathy; McCaffrey, Dan; Sandler, Melinda; Brewer, Dominic
Institution	RAND Education, Santa Monica, CA.
Titel	Charter School Operations and Performance: Evidence from California.
Quelle	(2003), (307 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Access to Education; Accountability; Administrator Characteristics; Charter Schools; Educational Finance; Educational Research; Elementary Secondary Education; Governance; Institutional Autonomy; Nontraditional Education; Outcomes of Education; Public Schools; Regular and Special Education Relationship; School Administration; School Culture; Student Characteristics; Teacher Characteristics; California + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Charter school; Charter-Schule; Bildungsfonds; Bildungsforschung; Pädagogische Forschung; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Institutionelle Autonomie; Non-traditional education; Alternative Erziehung; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Schulkultur; Schulleben; Kalifornien
Abstract	This book contains a report of a study commissioned by the California Legislature to examine charter schools in the state. The study considered the following four questions: (1) What population of students attends charter schools? (2) Is student achievement higher in charter schools than in conventional public schools? (3) What oversight and support do the chartering authorities provide? and (4) How do charter schools differ from conventional public schools in terms of their operation, including finances, academic environment, and staffing? Data for the study were gathered from surveys of principals in all charter schools, from a demographically matched subset of conventional public schools, from a survey of chartering authorities, from case studies at nine charter schools and all but one other chartering authority, and from a number of databases. The study found that charter schools are not homogeneous; they vary along a number of dimensions. There is no single charter-school effect. These differences affect accessibility, achievement, operation, and governance. The report includes a number of recommendations for policymakers. Appended are the research methods and instruments used in the study, a table of academic outcomes at charter schools, and a discussion of charter and conventional public-school comparison methods. (Contains 36 figures and 54 tables.) (WFA)
Anmerkungen	RAND Education, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 310-393-0411; Fax: 310-393-4818; Web site: http://www.rand.org. For full text: http://www.rand.org/publications/MR/MR1700/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC