Making Waves or Treading Water? An Analysis of Charter Schools in New York State

Autor/in	Silverman, Robert Mark
Titel	Making Waves or Treading Water? An Analysis of Charter Schools in New York State
Quelle	In: Urban Education, 48 (2013) 2, S.257-288 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912449840
Schlagwörter	Academic Achievement; Report Cards; Charter Schools; Multivariate Analysis; Urban Schools; Institutional Characteristics; Academic Records; Student Records; Outcomes of Education; Outcome Measures; Comparative Analysis; Public Schools; School Effectiveness; Data Analysis; New York + Suchen Sie Ihr Suchwort? Schulleistung; Berichtszeugnis; Charter school; Charter-Schule; Multivariate Analyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Schülerakte; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Schuleffizienz; Auswertung
Abstract	This article compares charter schools and other public schools in New York State. School Report Card (SRC) data measuring student, teacher, and school characteristics from the state's 16 urban school districts with charter schools were examined. Descriptive and multivariate analysis was used. The findings suggest that there are more similarities in student outcomes between charter schools and other public schools than differences. Although charter schools had higher sixth- and eighth-grade math scores, outcomes were comparable along other measures. Systemic issues, such as poverty, suspensions, and poor attendance had relatively stronger effects on student performance regardless of school type. (Contains 10 tables and 7 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10