Literaturnachweis - Detailanzeige
Autor/in | Spees, Lisa P. |
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Titel | Evaluating Non-Cognitive Skills among Students Switching into and out of Charter Schools in North Carolina |
Quelle | In: Journal of School Choice, 13 (2019) 2, S.135-157 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Spees, Lisa P.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1558-2159 |
DOI | 10.1080/15582159.2018.1560856 |
Schlagwörter | Charter Schools; Outcomes of Education; Thinking Skills; School Choice; Academic Achievement; North Carolina |
Abstract | Despite several charter schools specifically targeting improving students' noncognitive skills, the majority of charter school literature focuses on cognitive learning outcomes. Using behavioral measures as proxies for noncognitive outcomes, I find that North Carolina charter schools have no effect on tardiness or unexcused absences but are slightly improving total absences, suspensions, and disciplinary infractions. These positive results were driven primarily by charter schools that had been operating for at least five years. My results suggest that charter schools should be evaluated on a wider selection of outcomes than just standardized test scores. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |