Charter Schools, Enrollment Size, and Educational Accountability: A Preliminary Arizona Analysis

Autor/in	Milliman, Scott
Titel	Charter Schools, Enrollment Size, and Educational Accountability: A Preliminary Arizona Analysis
Quelle	In: Journal of School Choice, 10 (2016) 1, S.73-95 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2015.1134238
Schlagwörter	School Choice; Charter Schools; Enrollment; School Size; Accountability; Elementary Schools; Educational Legislation; Federal Legislation; State Standards; Hypothesis Testing; Educational Improvement; School Closing; Data Analysis; Low Achievement; School Effectiveness; Arizona + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Charter school; Charter-Schule; Einschulung; Verantwortung; Elementary school; Grundschule; Volksschule; Bildungsrecht; Schulgesetz; Bundesrecht; Hypothesenprüfung; Hypothesentest; Teaching improvement; Unterrichtsentwicklung; School closings; Schule; Schließung; Schließung (von Schulen); Auswertung; Unterdurchschnittliche Leistung; Schuleffizienz
Abstract	Many policy analysts favor holding deficient public schools accountable: Either they should improve or else close. Hypotheses are developed which explore how school type (district, charter) and enrollment size influence these two accountability outcomes for deficient Arizona elementary campuses operating under two educational oversight regimes: No Child Left Behind (NCLB) and Arizona Leading Education through the Accountability and Results Notification System (AZLearns), a state system. Arizona data for 2003-2009 are then used to preliminarily test these hypotheses. Differing student demographics hamper a clear comparison when determining which school type best promotes school improvement, but charters appear to have a clear advantage with respect to closing. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01