Literaturnachweis - Detailanzeige
Autor/inn/en | Clark, Melissa A.; Gleason, Philip M.; Tuttle, Christina Clark; Silverberg, Marsha K. |
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Titel | Do Charter Schools Improve Student Achievement? |
Quelle | In: Educational Evaluation and Policy Analysis, 37 (2015) 4, S.419-436 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3737 |
DOI | 10.3102/0162373714558292 |
Schlagwörter | Charter Schools; Academic Achievement; Middle Schools; Outcomes of Education; Comparative Analysis; Scores; Achievement Tests; Admission (School); Middle School Students; Disadvantaged Schools; Statistical Analysis; Attendance; Educational Policy; Program Evaluation; Experimental Groups; Control Groups; Student Characteristics; Reading Achievement; Mathematics Achievement Charter school; Charter-Schule; Schulleistung; Middle school; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle schools; Student; Students; Schüler; Schülerin; Statistische Analyse; Anwesenheit; Politics of education; Bildungspolitik; Programme evaluation; Programmevaluation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz |
Abstract | This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not admitted. We find that impacts varied considerably across schools and students, with more positive impacts for more disadvantaged schools and students and more negative impacts for the more advantaged. On average across the schools in the study, the impacts of charter middle schools on student achievement were negative but not statistically significant, regardless of whether we examined the impact of the offer of admission or actual attendance at these schools. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |