Student achievement and adequate yearly progress within the Indiana Charter School System.

2011 ◽  
pp. 77-86
Author(s):  
W. Holmes Finch ◽  
Brian F. French ◽  
Mary Baker
Keyword(s):  
Student Achievement ◽  
Charter School ◽  
Adequate Yearly Progress ◽  
School System

On Leadership: Planning for equity

2019 ◽  
Vol 101 (3) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr
Keyword(s):  
Student Achievement ◽  
Curriculum Development ◽  
Professional Learning ◽  
School System ◽  
Planning Process ◽  
Learning Opportunities ◽  
Hiring Practices ◽  
School Based ◽  
Improvement Planning ◽  
System Leaders

Every year, school-based teams all over the country engage in the ritual known as improvement planning. In theory, the process is designed to identify low-performing students and specify plans for raising their achievement. In practice, though, improvement planning tends to be an empty exercise in compliance, in which school teams aim to do little more than fill out the required paperwork. If school system leaders are truly committed to providing all students with equitable learning opportunities, argues Joshua Starr, they need to focus the improvement planning process on things that actually matter to student achievement, such as budgeting decisions, hiring practices, curriculum development, professional learning, discipline reform, and community engagement.

Looking Backward to Charter Schools

2020 ◽  
pp. 105678792097433
Author(s):  
Daniel Tanner
Keyword(s):  
Charter Schools ◽  
Secondary School ◽  
Charter School ◽  
School System ◽  
Class System ◽  
Margaret Thatcher ◽  
Democratic Experience ◽  
Clear And Present Danger ◽  
Charter School Movement ◽  
School Movement

Charter schools are promoted as a contemporary American invention. But the documented history reveals that charter schools actually evolved over the centuries in England, structured to reflect the highly stratified British class system. The last stand to hold onto the charter-school system in England was waged by Margaret Thatcher under the banner of “parental choice.” But her campaign went down to defeat as the British public opted for the American-style, inclusive and comprehensive secondary school. The charter-school movement raises the clear and present danger of splitting up the American unitary, comprehensive school system at cost to the American democratic experience.

Charter school authorizers and student achievement

2012 ◽  
Vol 31 (2) ◽  
pp. 254-267 ◽  
Author(s):  
Deven Carlson ◽  
Lesley Lavery ◽  
John F. Witte
Keyword(s):  
Student Achievement ◽  
Charter School

A case study of student achievement in a secondary charter school

2014 ◽  
Vol 26 (3) ◽  
pp. 20-38 ◽  
Author(s):  
Li-Ching Hung ◽  
Folashade Badejo ◽  
Jo Bennett
Keyword(s):  
Student Achievement ◽  
Charter School

scholarly journals Student achievement and educational inequality in half- and all-day schools: Evidence from Germany

2019 ◽  
Vol 6 (2-2018) ◽  
pp. 175-197 ◽  
Author(s):  
Isa Steinmann ◽  
Rolf Strietholt
Keyword(s):  
Student Achievement ◽  
School System ◽  
Educational Inequality ◽  
Growth Models ◽  
Panel Study ◽  
Day School ◽  
Day Schools ◽  
Social Achievement ◽  
Selection Mechanisms ◽  
Extended Education

Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.

scholarly journals Partial identification of the distribution of treatment effects with an application to the Knowledge is Power Program (KIPP)

2021 ◽  
Vol 12 (1) ◽  
pp. 143-171 ◽  
Author(s):  
Brigham R. Frandsen ◽  
Lars J. Lefgren
Keyword(s):  
Student Achievement ◽  
Charter School ◽  
Joint Distribution ◽  
Treatment Effects ◽  
Math Achievement ◽  
Partial Identification ◽  
Traditional Classroom ◽  
Potential Outcomes ◽  
Knowledge Is Power Program

We bound the distribution of treatment effects under plausible and testable assumptions on the joint distribution of potential outcomes, namely that potential outcomes are mutually stochastically increasing. We show how to test the empirical restrictions implied by those assumptions. The resulting bounds substantially sharpen bounds based on classical inequalities. We apply our method to estimate bounds on the distribution of effects of attending a Knowledge is Power Program (KIPP) charter school on student achievement, and find that a substantial majority of students' math achievement benefited from attendance, especially those who would have fared poorly in a traditional classroom.

scholarly journals Donors and Founders on Charter School Boards and Their Impact on Financial and Academic Outcomes

2019 ◽  
Vol 14 (3) ◽  
pp. 441-471
Author(s):  
Charisse A. Gulosino ◽  
Elif Şişli Ciamarra
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Financial Performance ◽  
Charter School ◽  
School Boards ◽  
Academic Outcomes ◽  
The Other ◽  
Governing Boards ◽  
Systematic Analysis ◽  
Financial Outcomes

This study provides the first systematic analysis of the composition of charter school governing boards. We assemble a dataset of charter school boards in Massachusetts from 2001 to 2013 and investigate the consequences of donor and founder representation on governing boards. We find that the presence of donors on the charter school boards is positively related to financial performance and attribute this result to the donors' strong monitoring incentives because of their financial stakes in the school. We also show that financial outcomes are not generated at the expense of academic outcomes, as the presence of donors on the boards is also associated with higher student achievement. Founder representation on charter school boards, on the other hand, is associated with lower financial performance but higher academic achievement.

Sign in / Sign up

Export Citation Format

Share Document