An Exploratory Analysis of Features of New Orleans Charter Schools Associated with Student Achievement Growth. REL 2018-287

Autor/inn/en	Wolf, Patrick J.; Lasserre-Cortez, Shannon
Institution	Regional Educational Laboratory Southwest (ED); National Center for Education Evaluation and Regional Assistance (ED); SEDL
Titel	An Exploratory Analysis of Features of New Orleans Charter Schools Associated with Student Achievement Growth. REL 2018-287
Quelle	(2018), (44 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Charter Schools; Institutional Characteristics; Academic Achievement; Value Added Models; School Effectiveness; Urban Schools; Elementary Schools; Middle Schools; Achievement Gains; Elementary School Students; Middle School Students; Least Squares Statistics; Regression (Statistics); Statistical Analysis; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulleistung; Schuleffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Achievement gain; Leistungssteigerung; Middle schools; Student; Students; Schüler; Schülerin; Regression; Regressionsanalyse; Statistische Analyse
Abstract	In the wake of Hurricane Katrina, the number of charter schools in New Orleans has rapidly expanded. During the 2012/13 school year--the period covered by this study--of the 85 public schools in New Orleans, 75 were chartered, enrolling more than 84 percent of all public school students in the city in 92 different school campuses. This study explored organizational, operational, and instructional features of New Orleans charter schools serving grades 3-8 that are potential indicators of student achievement growth in English language arts (ELA), math, and science. The organizational characteristic of kindergarten provided as an entry grade was associated with higher levels of [value-added measures] VAM on the ELA test. The operational characteristic of an extended school year also was associated with higher levels of ELA VAM. The instructional characteristics of a lower percentage of teachers with graduate degrees, more experienced teachers, and a lower student/teacher ratio were associated with higher levels of ELA VAM. The analysis revealed fewer potential key indicators of charter school effectiveness regarding VAM in math and science. The inclusion of kindergarten as an entry grade was the only school feature that was statistically significant in its association with math VAM; schools with kindergarten were correlated with higher math VAM scores. Having a lower student/teacher ratio and fewer staff in student support roles were the only school features that were statistically significant in their association with higher science VAM scores. None of these associations between potential key indicators and math and science VAM scores remained statistically significant when estimated using 2013/14 outcome data, indicating that the results are not robust to such an additional analysis. Offering kindergarten as an entry grade and having a lower teacher/student ratio were the only potential key indicators with statistically significant associations with more than one VAM outcome. Having kindergarten as an entry grade was positively associated with ELA and math VAM. Having a lower teacher/student ratio was associated with higher ELA and science VAM. Contains appendices. (As Provided).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01