In Pursuit of the Common Good: The Spillover Effects of Charter Schools on Public School Students in New York City

Autor/in	Cordes, Sarah A.
Titel	In Pursuit of the Common Good: The Spillover Effects of Charter Schools on Public School Students in New York City
Quelle	In: Education Finance and Policy, 13 (2018) 4, S.484-512 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Charter Schools; Educational Policy; Causal Models; Academic Achievement; Proximity; Expenditure per Student; Learner Engagement; English; Language Arts; Mathematics Achievement; Probability; Grade Repetition; Expectation; School Safety; Public Schools; Elementary School Students; Secondary School Students; New York (New York) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Politics of education; Bildungspolitik; Kausalanalyse; Schulleistung; Lebensnähe; English language; Englisch; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Expectancy; Erwartung; Public school; Öffentliche Schule; Sekundarschüler
Abstract	A particularly controversial topic in current education policy is the expansion of the charter school sector. This paper analyzes the spillover effects of charter schools on traditional public school (TPS) students in New York City. I exploit variation in both the timing of charter school entry and distance to the nearest charter school to obtain credibly causal estimates of the impacts of charter schools on TPS student performance, and I am among the first to estimate the impacts of charter school co-location. I further add to the literature by exploring potential mechanisms for these findings with school-level data on per pupil expenditures (PPE), and parent and teacher perceptions of schools. Briefly, I find charter schools significantly increase TPS student performance in both English Language Arts and math, and decrease the probability of grade retention. Effects increase with charter school proximity and are largest in TPSs co-located with charter schools. Potential explanations for improved performance include increased PPE, academic expectations, student engagement, and a more respectful and safe school environment after charter entry. The findings suggest that more charter schools in New York City may be beneficial at the margin, and co-location may be mutually beneficial for charter and traditional public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01