Rising Tide: Charter School Market Share and Student Achievement
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| Title: | Rising Tide: Charter School Market Share and Student Achievement |
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| Language: | English |
| Authors: | Griffith, David, Thomas B. Fordham Institute |
| Source: | Thomas B. Fordham Institute. 2019. |
| Availability: | Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/ |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Walton Family Foundation William E. Simon Foundation Thomas B. Fordham Foundation |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Charter Schools, Academic Achievement, Public Schools, School Districts, Institutional Characteristics, Student Characteristics, African American Students, Hispanic American Students, White Students, Urban Schools, Suburban Schools, Rural Schools, Elementary Secondary Education |
| Abstract: | Although numerous studies have examined the relative performance of charter and traditional public schools, as well as the competitive effects that charters may have on their district neighbors, to our knowledge, no prior study has addressed whether overall achievement increases as the "market share" of charter schools rises. Accordingly, this report uses data from a new source, which allows researchers to compare English language arts (ELA) and math scores from thousands of school districts and dozens of different tests, to address two questions: (1) Is higher charter market share associated with achievement gains for all students-- including those enrolled in traditional public schools? and (2) How does the relationship between charter market share and achievement differ by district and student characteristics? Unlike previous studies, this one neither compares nor distinguishes between the achievement of students in charter and traditional public schools. Rather, it focuses on the overall performance of "geographic school districts," which include both traditional public schools and local charters (even if they are legally and functionally independent). Furthermore, the effects of higher "charter market share" are examined within racial subgroups rather than across them. In other words, the findings focus on the relationship between the percentage of black, white, or Hispanic students who enrolled in charters and the average achievement of all black, white, or Hispanic students in a geographic school district, including those in traditional public schools. [Foreword by Michael J. Petrilli and Amber M. Northern.] |
| Abstractor: | ERIC |
| Entry Date: | 2019 |
| Accession Number: | ED601200 |
| Database: | ERIC |
| Abstract: | Although numerous studies have examined the relative performance of charter and traditional public schools, as well as the competitive effects that charters may have on their district neighbors, to our knowledge, no prior study has addressed whether overall achievement increases as the "market share" of charter schools rises. Accordingly, this report uses data from a new source, which allows researchers to compare English language arts (ELA) and math scores from thousands of school districts and dozens of different tests, to address two questions: (1) Is higher charter market share associated with achievement gains for all students-- including those enrolled in traditional public schools? and (2) How does the relationship between charter market share and achievement differ by district and student characteristics? Unlike previous studies, this one neither compares nor distinguishes between the achievement of students in charter and traditional public schools. Rather, it focuses on the overall performance of "geographic school districts," which include both traditional public schools and local charters (even if they are legally and functionally independent). Furthermore, the effects of higher "charter market share" are examined within racial subgroups rather than across them. In other words, the findings focus on the relationship between the percentage of black, white, or Hispanic students who enrolled in charters and the average achievement of all black, white, or Hispanic students in a geographic school district, including those in traditional public schools. [Foreword by Michael J. Petrilli and Amber M. Northern.] |
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