The Gender Gap in Charter School Enrollment

Autor/inn/en	Corcoran, Sean P.; Jennings, Jennifer
Titel	The Gender Gap in Charter School Enrollment
Quelle	In: Educational Policy, 32 (2018) 5, S.635-663 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904816673737
Schlagwörter	Gender Differences; Charter Schools; Public Schools; Enrollment Trends; Student Attrition; Preferences; Parent Attitudes; Student Needs; Student Behavior; Academic Achievement; Statistical Analysis; Regression (Statistics); Racial Differences; Ethnicity; Elementary Secondary Education; Student Mobility; North Carolina + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Charter school; Charter-Schule; Public school; Öffentliche Schule; Schülerbeurlaubung; Elternverhalten; Student behaviour; Schülerverhalten; Schulleistung; Statistische Analyse; Regression; Regressionsanalyse; Rassenunterschied; Ethnizität; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität
Abstract	Many studies have investigated whether students in charter schools differ systematically from those in traditional public schools with respect to prior achievement, special education, or English Language Learner status. None, however, has examined gender differences in charter school enrollment. Using data for all U.S. public schools over 11 years, we find charters enroll a higher fraction of girls, a gap that has grown steadily over time and is larger in secondary grades and KIPP schools. We then analyze longitudinal student-level data from North Carolina to examine whether differential rates of attrition explain this gap. We find boys are more likely than girls to exit charters once enrolled, and gender differences in attrition are larger than in traditional schools. However, the difference is not large enough to explain the full enrollment gap between charter and traditional schools in North Carolina, suggesting gaps exist from initial matriculation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01