A Descriptive Analysis of Cream Skimming and Pushout in Choice versus Traditional Public Schools

Autor/inn/en	Kho, Adam; Zimmer, Ron; McEachin, Andrew
Titel	A Descriptive Analysis of Cream Skimming and Pushout in Choice versus Traditional Public Schools
Quelle	In: Education Finance and Policy, 17 (2022) 1, S.160-187 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Charter Schools; Traditional Schools; Low Achievement; High Achievement; School Choice; Magnet Schools; Discipline; Student Characteristics; Behavior Problems; Public Schools; Tennessee; North Carolina + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Traditioneller Unterricht; Unterdurchschnittliche Leistung; Choice of school; Schulwahl; Disziplin; Public school; Öffentliche Schule
Abstract	One of the controversies surrounding charter schools is whether these schools may either "cream skim" high-performing students from traditional public schools or "pushout" low-achieving students or students with discipline histories, leaving traditional public schools to educate the most challenging students. In this study, we use longitudinal statewide data from Tennessee and North Carolina and linear probability models to examine whether there is evidence consistent with these selective enrollment practices. Because school choice programs managed by districts (magnet and open enrollment programs) have a similar ability to cream skim and pushout students, we also examine these outcomes for these programs. Across the various school choice programs, magnet schools have the most evidence of cream skimming, but this might be expected as they often have selective admissions. For charter schools, we do not find patterns in the data consistent with cream skimming, but we do find evidence consistent with pushout behaviors based on discipline records. Finally, some have raised concerns that students may be pushed out near accountability test dates, but our results suggest no evidence consistent with this claim. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01