Evaluating Charter School Achievement Growth in North Carolina: Differentiated Effects among Disadvantaged Students, Stayers, and Switchers

2019 ◽  
Vol 125 (3) ◽  
pp. 417-451 ◽  
Author(s):  
Lisa P. Spees ◽  
Douglas Lee Lauen
Keyword(s):  
North Carolina ◽  
Charter School ◽  
School Achievement ◽  
Disadvantaged Students ◽  
Achievement Growth ◽  
Differentiated Effects

For Grades or Money? Charter School Failure in North Carolina

2013 ◽  
Vol 50 (3) ◽  
pp. 500-536 ◽  
Author(s):  
Maria Paino ◽  
Linda A. Renzulli ◽  
Rebecca L. Boylan ◽  
Christen L. Bradley
Keyword(s):  
North Carolina ◽  
Charter School ◽  
School Failure

scholarly journals Incentives and the Supply of Effective Charter Schools

2019 ◽  
Vol 109 (7) ◽  
pp. 2568-2612 ◽  
Author(s):  
John D. Singleton
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Equilibrium Model ◽  
Low Cost ◽  
School Funding ◽  
Disadvantaged Students ◽  
Present Evidence ◽  
Funding Formula ◽  
Funding Policies

Charter school funding is typically set by formulas that provide the same amount for students regardless of advantage or need. I present evidence that this policy skews the distribution of students served by charters toward low-cost populations by influencing where charter schools open and whether they survive. To do this, I develop and estimate an equilibrium model of charter school supply and competition to evaluate the effects of funding policies that aim to correct these incentives. The results indicate that a cost-adjusted funding formula would increase the share of disadvantaged students in charter schools with little reduction in aggregate effectiveness. (JEL H75, I21, I22, I28)

The Enduring Impact of Race: Understanding Disparities in Student Disciplinary Infractions and Achievement

2012 ◽  
Vol 55 (4) ◽  
pp. 637-662 ◽  
Author(s):  
Audrey N. Beck ◽  
Clara G. Muschkin
Keyword(s):  
North Carolina ◽  
Educational Outcomes ◽  
School Achievement ◽  
Teacher Qualifications ◽  
Disciplinary Infractions ◽  
Explanatory Factors ◽  
Demographic Methods ◽  
Middle School Achievement ◽  
Poverty Levels ◽  
School Records

To what extent do persistent race gaps in educational outcomes stem from differences in the level of advantage that students bring to school or from differences in opportunities to succeed? In order to disentangle the component elements of race gaps in middle school achievement and disciplinary infractions, the authors use demographic methods that quantify the proportion of the race gap that is linked to the student, peer, and school composition of race groups. Using administrative school records from North Carolina, the authors find that (1) students' family and demographic characteristics are the most important explanatory factors; (2) the distribution of students across schools with differing racial composition, school sizes, teacher qualifications, and poverty levels also contributes to explaining the gaps; but (3) a substantial portion of each race gap remains unexplained by these compositional differences.

scholarly journals Charter School Achievement Studies

2006 ◽  
Vol 1 (1) ◽  
pp. 139-150 ◽  
Author(s):  
Paul T. Hill ◽  
Lawrence Angel ◽  
Jon Christensen
Keyword(s):  
Charter School ◽  
School Achievement

Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools

2017 ◽  
Vol 55 (1) ◽  
pp. 171-201 ◽  
Author(s):  
Dan Goldhaber ◽  
Vanessa Quince ◽  
Roddy Theobald
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Longitudinal Data ◽  
Empirical Evidence ◽  
Teacher Quality ◽  
Disadvantaged Students ◽  
School Students ◽  
Public School Students ◽  
History Of ◽  
Over Time

There is mounting evidence of substantial “teacher quality gaps” (TQGs) between advantaged and disadvantaged students but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states—North Carolina and Washington—to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state, and for all measures, we consider student disadvantage and teacher quality. But there is variation in the magnitudes and sources of TQGs over time, between the two states, and depending on the measure of student disadvantage and teacher quality.

scholarly journals Entrepreneurial Ambitions in the Public Sector

2002 ◽  
Vol 10 ◽  
pp. 19
Author(s):  
Linda A. Renzulli
Keyword(s):  
United States ◽  
North Carolina ◽  
World War Ii ◽  
Public Schools ◽  
School Choice ◽  
Charter School ◽  
Local Environment ◽  
The United States ◽  
Census Bureau ◽  
The North

In this article, I study charter schools as social innovations within the population of established public educational institutions. I begin by briefly outlining the history of public schools in the United States. Organizational theories are applied to explain the perpetuation of the structure of public schools since World War II. Next, I delineate the characteristics of educational reform movements in the United States by focusing on the charter school movement. Then, I use an evolutionary approach to study the environmental characteristics that drive the perceived need for innovation and the promotion of experimentation. Using data compiled from the North Carolina Department of Public Instruction, the Census Bureau, and North Carolina State Data Center, I examine the characteristics of the local environment that promotes the submission of charter school applications in North Carolina over a three-year period, 1996-1998. It is shown that school districts in need of school choice do have a higher mean charter school submission rate. Also, some community characteristics and available resources are important for the initial stage of charter school formation.

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