Do Charter Schools Make a Difference in School Crime, Academics, and Student Behavior?
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| Title: | Do Charter Schools Make a Difference in School Crime, Academics, and Student Behavior? |
|---|---|
| Language: | English |
| Authors: | Sabornie, Edward J., Crossland, Cathy L., Griffith, Emily H., Biswas, Mityl |
| Source: | AERA Online Paper Repository. 2020. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Charter Schools, Crime, Student Behavior, Academic Achievement, Suspension, Reading Achievement, Public Schools, Violence, Positive Behavior Supports |
| Geographic Terms: | North Carolina |
| DOI: | 10.3102/1566876 |
| Abstract: | Charter schools and four other types of school organization were compared on (a) student crime at school, (b) academic performance indices, and (c) short-term student suspensions. The data originated with all the public schools in one state during the 2015-2016 school year: charter schools (n = 157), traditional schools (n =1,838), and public schools with three types of PBIS programming (i.e., Green Ribbon, n = 269; Model, n = 211; and Exemplar schools, n = 115). Proportionally, and in comparison to other types of school structure, charter schools demonstrated (a) significantly lower school-related crime, (b) better academic growth in Reading, and (c) lower short-term suspension rates. Odds ratios and implications related to the efficacy of school type are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED625243 |
| Database: | ERIC |
| Abstract: | Charter schools and four other types of school organization were compared on (a) student crime at school, (b) academic performance indices, and (c) short-term student suspensions. The data originated with all the public schools in one state during the 2015-2016 school year: charter schools (n = 157), traditional schools (n =1,838), and public schools with three types of PBIS programming (i.e., Green Ribbon, n = 269; Model, n = 211; and Exemplar schools, n = 115). Proportionally, and in comparison to other types of school structure, charter schools demonstrated (a) significantly lower school-related crime, (b) better academic growth in Reading, and (c) lower short-term suspension rates. Odds ratios and implications related to the efficacy of school type are discussed. |
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| DOI: | 10.3102/1566876 |
