scholarly journals Charter Schools in New York City: Who Enrolls and How They Affect Their Students' Achievement

2009 ◽  
Author(s):  
Caroline Hoxby ◽  
Sonali Murarka
Keyword(s):  
New York ◽  
New York City ◽  
Charter Schools ◽  
York City

School Characteristics and Teacher Policy Influence: Evidence From New York City

2016 ◽  
Vol 32 (7) ◽  
pp. 1041-1069
Author(s):  
Eric William Shannon ◽  
Argun Saatcioglu
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Charter Schools ◽  
York City ◽  
Future Research ◽  
Data Set ◽  
Policy Influence ◽  
Charter School Movement ◽  
Teacher Policy

Proponents of the charter school movement often claim that the decentralized, autonomous nature of charter schools from district and state authority allows teachers greater influence over school policy both instructionally and administratively. Using a data set of 1,427 New York City schools, we empirically examine the extent to which organizational characteristics predict the amount of policy influence charter schools and traditional public schools grant to teachers. Results indicate not only do charter schools grant their teachers less policy influence but also other organizational features are stronger predictors of teacher policy influence including several nonlinear relationships. Directions for future research are discussed.

In Pursuit of the Common Good: The Spillover Effects of Charter Schools on Public School Students in New York City

2018 ◽  
Vol 13 (4) ◽  
pp. 484-512 ◽  
Author(s):  
Sarah A. Cordes
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
Charter Schools ◽  
Teacher Perceptions ◽  
Student Performance ◽  
Charter School ◽  
York City ◽  
Spillover Effects ◽  
School Level

A particularly controversial topic in current education policy is the expansion of the charter school sector. This paper analyzes the spillover effects of charter schools on traditional public school (TPS) students in New York City. I exploit variation in both the timing of charter school entry and distance to the nearest charter school to obtain credibly causal estimates of the impacts of charter schools on TPS student performance, and I am among the first to estimate the impacts of charter school co-location. I further add to the literature by exploring potential mechanisms for these findings with school-level data on per pupil expenditures (PPE), and parent and teacher perceptions of schools. Briefly, I find charter schools significantly increase TPS student performance in both English Language Arts and math, and decrease the probability of grade retention. Effects increase with charter school proximity and are largest in TPSs co-located with charter schools. Potential explanations for improved performance include increased PPE, academic expectations, student engagement, and a more respectful and safe school environment after charter entry. The findings suggest that more charter schools in New York City may be beneficial at the margin, and co-location may be mutually beneficial for charter and traditional public schools.

Burnout factories

2017 ◽  
Vol 98 (8) ◽  
pp. 26-30
Author(s):  
Mark Fusco
Keyword(s):  
New York ◽  
New York City ◽  
Charter Schools ◽  
Toxic Effect ◽  
Work Environment ◽  
Charter School ◽  
York City ◽  
Teacher Burnout ◽  
School Dropout ◽  
High Standards

In its well-intentioned effort to create alternatives to public school dropout factories, the charter school sector has created teacher burnout factories. But it does not have to be this way. Charter schools can continue to maintain high standards while creating a more sustainable work environment for teachers. This article examines the teacher burnout issue as a larger national trend, discusses its particularly toxic effect on the author’s school, Hyde Leadership Charter School in New York City, and describes an effort to improve retention among that school’s faculty.

The Economic and Social Equity Challenges in Addressing Charter Schools in New York City

2018 ◽  
pp. 102-113
Author(s):  
Soribel Genao
Keyword(s):  
New York ◽  
New York City ◽  
Charter Schools ◽  
York City ◽  
Basic Education ◽  
New York State ◽  
Social Equity ◽  
Recent Change ◽  
Publicly Funded ◽  
Equity Issues

Given the recent change in administration in New York City, this chapter examines Mayor De Blasio's position on the charter school debate. Because charter schools are housed in public facilities, this issue reflects both political and market matters. This chapter will reveal the economic and social equity issues affecting the co-locations of charter and traditional schools. As public administrators, the New York City Department of Education and Mayor de Blasio are responsible for providing students with the opportunity for sound basic education under the New York State Constitution- both traditional and chartered. Examining the impact of the relationships between government and private stakeholders will draw attention on how two school systems co-exist with distinct governance: one publicly funded and governed and the other publicly funded and privately governed.

Do Charter Schools Worsen Conditions in Neighborhood Public Schools? An Analysis of School Safety in New York City

2020 ◽  
pp. 004208592095911
Author(s):  
Daniel Hamlin
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Charter Schools ◽  
York City ◽  
School Safety ◽  
Negative Influence ◽  
Violent Offenses ◽  
Key Resources

Safety has contributed to the growth of charter schools. However, charter schools may drain public schools of key resources, leading to a decline in safety in public schools. This study examines whether the opening of charter schools in New York City is associated with decreased safety in public schools. Results indicate very little or no difference in violent and non-violent offenses for public schools co-locating with charter schools and those within a quarter-mile and a half-mile of new charter schools. Charter schools in New York City may provide safer options without having a negative influence on safety in public schools.

scholarly journals “Doing what it takes to keep the school open”: The philanthropic networks of progressive charter schools

2020 ◽  
Vol 28 ◽  
pp. 121
Author(s):  
Elise Castillo
Keyword(s):  
New York ◽  
New York City ◽  
Charter Schools ◽  
Qualitative Study ◽  
York City ◽  
Financial Support ◽  
Resource Mobilization ◽  
Support Networks ◽  
Community Responsibility

Researchers have demonstrated how venture philanthropic networks advance the growth of charter schools underpinned by market tenets. However, little remains known about how progressive charter schools mobilize financial support when most funding from philanthropic networks flows to market-oriented charters. This qualitative study examines how three progressive charter schools in New York City mobilized financial support, the extent to which charters’ financial supporters operated in a networked context, and the extent to which charters’ resource mobilization activities reflected their founding progressive tenets. Findings reveal that the focal charters incorporated market logic when cultivating financial support networks. In doing so, schools endeavored to secure their own resource advantages while reinforcing resource inequities across New York City’s unequal educational landscape, hence undermining the equity and community responsibility dimensions of their progressive missions.

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