Literaturnachweis - Detailanzeige
| Autor/inn/en | Bifulco, Robert; Ladd, Helen F. |
|---|---|
| Titel | Results from the Tar Heel State: Older Students Did Better when in Regular Public Schools |
| Quelle | In: Education Next, 5 (2005) 4, S.60-66 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Achievement Gains; Charter Schools; Performance Based Assessment; Portfolio Assessment; Intermode Differences; Elementary School Curriculum; Public Schools; Comparative Analysis; Competition; Educational Indicators; Instructional Effectiveness; Academic Achievement; North Carolina |
| Abstract | In this paper, the authors use an extensive student-level data set to evaluate the impact of charter schools in North Carolina on the math and reading performance of students in grades 4 through 8. They address three main questions: Do students attending charter schools in these grades make larger or smaller gains in achievement than they would have made in traditional public schools? If so, what accounts for the quality differences between charter schools and traditional public schools? And, finally, do students who attend traditional public schools subject to competition from charter schools make larger achievement gains than they would have in the absence of charter schools? The results can only be described as discouraging for charter school supporters. Students in these grades make considerably smaller achievement gains in charter schools than they would have in traditional public schools, and the negative effects are not limited to schools in their first year of operation. Nor are the negative effects of attending a charter school substantially offset by positive effects of charter schools on traditional public schools, a finding that may reflect the fact that North Carolina charter schools provide only a limited amount of competition. However, for students who choose to remain in charter schools, the negative effects of attending a charter school are largely limited to their first year of attending a charter school. It is also important to note that the findings apply only to students who either entered a charter school after grade 4 or exited a charter school before grade 8. (Contains 3 figures.) (ERIC). |
| Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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