The Effect of Charter School Openings on Traditional Public Schools in North Carolina and Massachusetts

2019 ◽  
Author(s):  
Kirsten Slungaard Mumma
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Charter School ◽  
Traditional Public Schools

scholarly journals The Growing Segmentation of the Charter School Sector in North Carolina

2017 ◽  
Vol 12 (4) ◽  
pp. 536-563 ◽  
Author(s):  
Helen F. Ladd ◽  
Charles T. Clotfelter ◽  
John B. Holbein
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
Fixed Effects ◽  
School Effectiveness ◽  
Market Model ◽  
Traditional Public Schools ◽  
School Sector ◽  
Performance Gains

A defining characteristic of charter schools is that they introduce a strong market element into public education. In this paper, we examine through the lens of a market model the evolution of the charter school sector in North Carolina between 1999 and 2012. We examine trends in the mix of students enrolled in charter schools, the racial imbalance of charter schools, patterns in student match quality by schools’ racial composition, and the distributions of test score performance gains compared to those in traditional public schools. In addition, we use student fixed effects models to examine plausibly causal measures of charter school effectiveness. Our findings indicate that charter schools in North Carolina are increasingly serving the interests of relatively able white students in racially imbalanced schools and that despite improvements in the charter school sector over time, charter schools are still no more effective on average than traditional public schools.

scholarly journals The Qualifications and Classroom Performance of Teachers Moving to Charter Schools

2012 ◽  
Vol 7 (3) ◽  
pp. 233-268 ◽  
Author(s):  
Celeste K. Carruthers
Keyword(s):  
North Carolina ◽  
Student Achievement ◽  
Public Schools ◽  
Charter Schools ◽  
Effective Teachers ◽  
Resource Constraints ◽  
Value Added ◽  
Classroom Performance ◽  
Low Performing Schools ◽  
Traditional Public Schools

Do charter schools draw good teachers from traditional, mainstream public schools? Using a thirteen-year panel of North Carolina public schoolteachers, I find that less qualified and less effective teachers move to charter schools, particularly if they move to urban schools, low-performing schools, or schools with higher shares of nonwhite students. It is unclear whether these findings reflect lower demand for teachers’ credentials and value added or resource constraints unique to charter schools, but the inability to recruit teachers who are at least as effective as those in traditional public schools will likely hinder charter student achievement.

Fiscal Impacts of Charter Schools: Lessons from New York

2014 ◽  
Vol 9 (1) ◽  
pp. 86-107 ◽  
Author(s):  
Robert Bifulco ◽  
Randall Reback
Keyword(s):  
New York ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Charter School ◽  
Financing Policies ◽  
Traditional Public Schools ◽  
Excess Costs ◽  
Fiscal Impacts ◽  
School Financing

This brief argues that charter school programs can have direct fiscal impacts on school districts for two reasons. First, operating two systems of public schools under separate governance arrangements can create excess costs. Second, charter school financing policies can distribute resources to or away from districts. Using the city school districts of Albany and Buffalo in New York, we demonstrate how fiscal impacts on local school districts can be estimated. We find that charter schools have had fiscal impacts on these two school districts. Finally, we argue that charter schools policies should seek to minimize any avoidable excess costs created by charter schools and ensure that the burden of any unavoidable excess costs is equitably distributed across traditional public schools, charter schools, and the state. We offer concrete policy recommendations that may help to achieve these objectives.

scholarly journals Charter School Authorization: A Gateway to Excellence and Equity

2018 ◽  
Vol 7 (1) ◽  
pp. 15-26
Author(s):  
Karen Stansberry Beard ◽  
Omotayo Adeeko
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
Management Practices ◽  
Educational Inequality ◽  
School Governance ◽  
Quality Education ◽  
Communities Of Color ◽  
Traditional Public Schools ◽  
Governance Models

The lack of quality education many charter schools offer disproportionately and adversely impacts communities of color. This article considered two models of charter school governance in use by California and Ohio. The first model posits that a fundamental tenet of charter schools is freedom from the burdensome bureaucracy traditional public schools bear. Based on the argument that deregulation enables charter schools to employ more innovative instructional and management practices, it assumes higher achievement scores would follow. The second model proposes to address educational inequality by increasing accountability on charter school authorizers by increasing regulatory practices. These models example the variety of governance models extant. In addition, arguments supporting each model are presented. The authors conclude with a discussion that supports the position that while autonomy is essential to maintaining the original objectives of charter schools, states must hold authorizers accountable for student achievement.

scholarly journals The Accountability Bind

2001 ◽  
Vol 9 ◽  
pp. 37 ◽  
Author(s):  
Katrina Bulkley
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
Educational Outcomes ◽  
Central Component ◽  
Government Performance ◽  
Educational Performance ◽  
Traditional Public Schools ◽  
Performance Accountability ◽  
Future Work

Charter schools involve a trading of autonomy for accountability. This accountability comes through two forces—markets through the choices of parents and students, and accountability to government through the writing of contracts that must be renewed for schools to continue to operate. Charter schools are supposed to be more accountable for educational performance than traditional public schools because authorizers have the ability to revoke charter contracts. Here, I focus on one central component of accountability to government: performance accountability or accountability for educational outcomes to charter school authorizers through the revocation or non-renewal of charter contracts. In this paper, I suggest that contract-based accountability for educational performance in charter schools may not be working as proponents argued it would. This article explores some explanations for why there are very few examples of charter schools that have been closed primarily because of failure to demonstrate educational performance or improvement. Future work will need to test if these challenges for authorizers hold in a variety of contexts. The conclusion examines the implications of these findings for the future of charter school accountability.

Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals

2012 ◽  
Vol 7 (4) ◽  
pp. 455-488 ◽  
Author(s):  
Marisa Cannata ◽  
Mimi Engel
Keyword(s):  
Public Schools ◽  
Public School ◽  
Charter School ◽  
School Principals ◽  
School Enrollment ◽  
Teacher Hiring ◽  
Public School Principals ◽  
Charter School Principals ◽  
Traditional Public Schools ◽  
Traditional Public School

The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals’ preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional public school principals. We compare regression-adjusted survey responses of charter and traditional public school principals to examine whether charter school principals report placing more emphasis on teacher hiring than principals in traditional public schools and whether principals’ preferences for teacher qualifications and characteristics vary between charter and traditional public schools. While we find some mean differences in principals’ reported hiring focus and preferences across charter and traditional public schools, regression results indicate that these differences are driven not by charter status but by school characteristics, such as average teacher experience and school enrollment.

scholarly journals The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina

2006 ◽  
Vol 1 (1) ◽  
pp. 50-90 ◽  
Author(s):  
Robert Bifulco ◽  
Helen F. Ladd
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Panel Data ◽  
Charter Schools ◽  
Fixed Effects ◽  
Data Set ◽  
Achievement Gains ◽  
Traditional Public Schools ◽  
Negative Effect ◽  
The Impact

Using an individual panel data set to control for student fixed effects, we estimate the impact of charter schools on students in charter schools and in nearby traditional public schools. We find that students make considerably smaller achievement gains in charter schools than they would have in public schools. The large negative estimates of the effects of attending a charter school are neither substantially biased, nor substantially offset, by positive impacts of charter schools on traditional public schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of charter schools is attributable to high rates of student turnover.

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