From Disruption to Recovery: Charter School Performance during and after the COVID-19 Pandemic. EdWorkingPaper No. 25-1225
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| Title: | From Disruption to Recovery: Charter School Performance during and after the COVID-19 Pandemic. EdWorkingPaper No. 25-1225 |
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| Language: | English |
| Authors: | Adam Kho, Shelby L. Smith, Ron Zimmer, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 50 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Charter Schools, Distance Education, COVID-19, Pandemics, Learning Processes, School Choice, Academic Achievement, Elementary School Students, Middle School Students, Student Records, Evaluation Methods, Institutional Characteristics, Trend Analysis, Educational Trends, Longitudinal Studies, Achievement Tests, High School Students, Student Characteristics, Urban Schools |
| Geographic Terms: | Tennessee (Nashville), Tennessee (Memphis) |
| Assessment and Survey Identifiers: | Tennessee Comprehensive Assessment Program |
| Abstract: | In recent decades, an increasing number of students have pursued alternative educational options, including charter schools, as school choice has continued to expand. This trend was accelerated by the COVID-19 pandemic. While it is well established that students experienced widespread learning loss during the pandemic, it remains unclear whether the extent of that loss or the pace of recovery has differed between charter and traditional public schools (TPS). In the current study, we examine the effects of Tennessee charter schools on student achievement during and after the pandemic. Using student-level data from 2017-18 to 2022-23, we estimate the charter school effect using propensity score inverse probability weighting. Results show that charter school and TPS students performed comparably during the pandemic in 2020-21. Post-pandemic, in 2021-22 and 2022-23, charter school students demonstrate greater academic growth. This growth was driven primarily by schools in the broader Nashville region and in elementary and middle schools. The findings of this study suggest lessons can be learned from Tennessee charter schools on learning loss recovery. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674063 |
| Database: | ERIC |
| Abstract: | In recent decades, an increasing number of students have pursued alternative educational options, including charter schools, as school choice has continued to expand. This trend was accelerated by the COVID-19 pandemic. While it is well established that students experienced widespread learning loss during the pandemic, it remains unclear whether the extent of that loss or the pace of recovery has differed between charter and traditional public schools (TPS). In the current study, we examine the effects of Tennessee charter schools on student achievement during and after the pandemic. Using student-level data from 2017-18 to 2022-23, we estimate the charter school effect using propensity score inverse probability weighting. Results show that charter school and TPS students performed comparably during the pandemic in 2020-21. Post-pandemic, in 2021-22 and 2022-23, charter school students demonstrate greater academic growth. This growth was driven primarily by schools in the broader Nashville region and in elementary and middle schools. The findings of this study suggest lessons can be learned from Tennessee charter schools on learning loss recovery. |
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