Review of "How New York City's Charter Schools Affect Achievement"

Autor/in	Reardon, Sean F.
Institution	University of Colorado at Boulder, Education and the Public Interest Center; Arizona State University, Education Policy Research Unit
Titel	Review of "How New York City's Charter Schools Affect Achievement"
Quelle	(2009), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Academic Achievement; Achievement Gains; Achievement Rating; Educational Assessment; Educational Indicators; School Effectiveness; Program Effectiveness; Program Evaluation; Evaluation Methods; Research Methodology; Evaluation Problems; Research Problems; Institutional Characteristics; Comparative Analysis; Comparative Testing; Statistical Bias; Research Reports; Validity; Error of Measurement; Robustness (Statistics); Educational Policy; Educational Practices; New York + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulleistung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Schuleffizienz; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Forschungskritik; Research report; Forschungsbericht; Gültigkeit; Messfehler; Widerstandsfähigkeit; Politics of education; Bildungspolitik; Bildungspraxis
Abstract	"How New York City's Charter Schools Affect Achievement" estimates the effects on student achievement of attending a New York City charter school rather than a traditional public school and investigates the characteristics of charter schools associated with the most positive effects on achievement. Because the report relies on an inappropriate set of statistical models to analyze the data, however, the results presented appear to overstate the cumulative effect of attending a charter school. In addition, the report does not provide enough technical discussion and detailed description to enable a reader to assess the validity of some aspects of the report's methodology and results. Policymakers, educators, and parents, therefore, should not rely on these estimates until the authors provide more technical detail and the analysis has undergone rigorous peer review. (Contains 21 notes.) (As Provided).
Anmerkungen	Education and the Public Interest Center. School of Education, University of Colorado, Boulder, CO 80309. Tel: 303-447-EPIC; Fax: 303-492-7090; e-mail: epic@colorado.edu; Web site: http://www.colorado.edu/education/centersoutreach/epic.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10