Journal articles: 'Open enrollment charter school'

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Ausbrooks, Carrie Y. Barron, Edith J. Barrett, and Theresa Daniel. "Texas charter school legislation and the evolution of open-enrollment charter schools." education policy analysis archives 13 (March 21, 2005): 21. http://dx.doi.org/10.14507/epaa.v13n21.2005.

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This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.

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Edwards Jr., D. Brent, David DeMatthews, and Hilary Hartley. "Public-private partnerships, accountability, and competition: Theory versus reality in the charter schools of Bogotá, Colombia." education policy analysis archives 25 (February 13, 2017): 10. http://dx.doi.org/10.14507/epaa.25.2556.

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While charter schools are among the most prevalent public-private partnerships in the education sector, they are frequently only assessed by measuring outputs such as enrollment and test scores. In contrast, this article assesses the logic model behind charter schools, specifically the mechanisms of accountability and competition, through a study of the Concession Schools in Bogotá, Colombia, using a realist evaluation methodology. Despite the program’s success in increasing access in marginalized areas, findings indicate that accountability and competition were hindered in practice—because of insufficient choice for parents and other unique organizational and political factors. For example, particular issues emerged that influenced the availability of viable charter operators to open and manage schools while political orientations, political shifts, and evaluation design issues affected the charter authorizer’s ability to monitor, assess, and hold charters accountable. Successfully operationalizing public-private partnerships requires that the mechanisms underlying each link in the policy theory are carefully designed and supported, that they directly connect, and that the functioning of one does not adversely impact the others—a difficult task given the dynamic and sensitive nature of such mechanisms and the imperfect world of educational reform. The article concludes by reflecting on a number of issues, including charter school exit from the market, the need for accountability of charter authorizers themselves, the increasing political clout of charter management organizations and their allies, and the ways that these actors circumvent or avoid public accountability.

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Rose, Caleb P., Robert Maranto, and Gary W. Ritter. "From the Delta Banks to the Upper Ranks." Educational Policy 31, no. 2 (July 26, 2016): 180–201. http://dx.doi.org/10.1177/0895904815586853.

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Knowledge is Power Program Delta College Preparatory School (KIPP DCPS), an open-enrollment charter school,1 opened in 2002 in Helena, Arkansas. KIPP DCPS students have consistently outperformed their peers from neighboring districts on year-end student achievement scores, and KIPP’s national reputation led Arkansas lawmakers to exempt KIPP from the state’s charter school cap. Yet, skeptics of KIPP in particular, and charter schools in general, voiced a concern that the apparent KIPP advantage in student achievement may have been due to the prior academic ability of the students who selected into KIPP rather than to the KIPP school itself. Furthermore, some KIPP critics have argued that student attrition at KIPP schools accounts for the apparent KIPP advantage. Until now, no prior study has rigorously compared performance of KIPP students with traditional public school peers on matched observable academic and demographic variables or carefully considered student attrition rates at KIPP DCPS. Here, we begin by summarizing prior evaluations of KIPP schools nationally. Next, we carefully examine student attrition from 2005 through 2011, and we find that KIPP DCPS attrition resembles that found in nearby traditional public schools. Finally, using regression models that control demographic and prior academic indicators, we find that KIPP DCPS students gain significantly more each year on standardized assessments than do their matched peers. These results are important as nearly all prior empirical work on KIPP schools has been conducted in urban settings. Despite the fact that many rural students struggle academically or attend struggling schools, we know relatively little about the potential benefits of No Excuses charter schools in rural areas, such as KIPP DCPS.

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Frankenberg, Erica, Genevieve Siegel-Hawley, and Jia Wang. "Choice without Equity: Charter School Segregation." education policy analysis archives 19 (January 10, 2011): 1. http://dx.doi.org/10.14507/epaa.v19n1.2011.

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The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the enrollment and characteristics of charter school students and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools. This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets. Our findings suggest that charters currently isolate students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation. In some regions, white students are over-represented in charter schools while in other charter schools, minority students have little exposure to white students. Data about the extent to which charter schools serve low-income and English learner students is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation’s school children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has not yet been realized.

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Corcoran, Sean P., and Jennifer Jennings. "The Gender Gap in Charter School Enrollment." Educational Policy 32, no. 5 (November 7, 2016): 635–63. http://dx.doi.org/10.1177/0895904816673737.

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Many studies have investigated whether students in charter schools differ systematically from those in traditional public schools with respect to prior achievement, special education, or English Language Learner status. None, however, has examined gender differences in charter school enrollment. Using data for all U.S. public schools over 11 years, we find charters enroll a higher fraction of girls, a gap that has grown steadily over time and is larger in secondary grades and KIPP schools. We then analyze longitudinal student-level data from North Carolina to examine whether differential rates of attrition explain this gap. We find boys are more likely than girls to exit charters once enrolled, and gender differences in attrition are larger than in traditional schools. However, the difference is not large enough to explain the full enrollment gap between charter and traditional schools in North Carolina, suggesting gaps exist from initial matriculation.

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Weiler, Spencer C., and Linda R. Vogel. "Charter School Barriers: Do Enrollment Requirements Limit Student Access to Charter Schools?" Equity & Excellence in Education 48, no. 1 (January 2, 2015): 36–48. http://dx.doi.org/10.1080/10665684.2015.992288.

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Rich, Peter, Jennifer Candipan, and Ann Owens. "Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?" Demography 58, no. 2 (March 1, 2021): 471–98. http://dx.doi.org/10.1215/00703370-9000820.

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Abstract Residential and school segregation have historically mirrored each other, with school segregation seen as simply reflecting residential patterns given neighborhood-based school assignment policy. We argue that the relationship is circular, such that school options also influence residential outcomes. We hypothesize that the expansion of charter schools could simultaneously lead to an increase in school segregation and a decrease in residential segregation. We examine what happens when neighborhood and school options are decoupled via public school choice in the form of charter schools using data from the census and the Common Core of Data on a national sample of more than 1,500 metropolitan districts. We find that Black-White school segregation increased and residential segregation declined in response to increases in the charter enrollment share from 2000 to 2010. In districts with charter schools, the average increase in the charter enrollment share corresponded to a 12% increase in school segregation and 2% decline in residential segregation. We find no relationship between charter school expansion and school segregation between White and Hispanic students, perhaps because Hispanic students attend more racially diverse charters than White or Black students. White-Hispanic residential segregation declined as charter enrollment increased. Our results demonstrate that educational policy is consequential for both school and neighborhood population processes. When these two contexts are decoupled via public school choice, school and neighborhood segregation patterns move in opposite directions, rather than mirroring each other. Our findings also provide a cautionary lesson for unfettered expansion of choice without integration imperatives.

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Ekmekci, Mehmet, and M. Bumin Yenmez. "Common enrollment in school choice." Theoretical Economics 14, no. 4 (2019): 1237–70. http://dx.doi.org/10.3982/te2631.

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Increasingly, more school districts across the United States are using centralized admissions for charter, magnet, and neighborhood schools in a common enrollment system. We first show that across all school‐participation patterns, full participation in the common (or unified) enrollment system leads to the most preferred outcome for students. Second, we show that, in general, participation by all schools may not be achievable because schools have incentives to stay out. This may explain why some districts have not managed to attain full participation. We also consider some specific settings where full participation can be achieved and propose two schemes that can be used by policymakers to achieve full participation in general settings.

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Gray, Nathan L. "Wisconsin Charter School Policy and its Effect on Private School Enrollment." Journal of School Choice 3, no. 2 (June 19, 2009): 163–81. http://dx.doi.org/10.1080/15582150902987475.

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Frankenberg, Erica, Stephen Kotok, Kai Schafft, and Bryan Mann. "Exploring school choice and the consequences for student racial segregation within Pennsylvania’s charter school transfers." education policy analysis archives 25 (March 13, 2017): 22. http://dx.doi.org/10.14507/epaa.25.2601.

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Using individual-level student data from Pennsylvania, this study explores the extent to which charter school racial composition may be an important factor in students’ self-segregative school choices. Findings indicate that, holding distance and enrollment constant, Black and Latino students are strongly averse to moving to charter schools with higher percentages of White students. Conversely, White students are more likely to enroll in such charter schools. As the percentage and number of students transferring into charter schools increases, self-segregative school choices raise critical questions regarding educational equity, and the effects of educational reform and school choice policies on the fostering of racially diverse educational environments.

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Crutchfield, Jandel. "What Does Charter School Mean to You? A Look at Louisiana's Charter Enrollment by Charter Type." Equity & Excellence in Education 48, no. 1 (January 2, 2015): 22–35. http://dx.doi.org/10.1080/10665684.2015.991158.

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Lacireno-Paquet, Natalie, Thomas T. Holyoke, Michele Moser, and Jeffrey R. Henig. "Creaming Versus Cropping: Charter School Enrollment Practices in Response to Market Incentives." Educational Evaluation and Policy Analysis 24, no. 2 (June 2002): 145–58. http://dx.doi.org/10.3102/01623737024002145.

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Proponents of school choice present market-based competition as a means of leveling disparities between race, class and performance in public school systems. Opponents see school choice as threatening to exacerbate this problem because competition for students will pressure individual schools into targeting students with the highest performance and the least encumbered with personal and social disadvantages. We suggest that some charter schools, by background and affiliation, are likely to be more market-oriented in their behavior than others, and test the proposition that market-oriented charter schools engage in cream-skimming while others disproportionately serve highly disadvantaged students. Comparing student composition in market-oriented charter schools, nonmarket-oriented charter schools, and traditional public schools in Washington, DC, we find little evidence that market-oriented charters are focusing on an elite clientele, but they are less likely than the other two types of schools to serve some high need populations. Rather than skimming the cream off the top of the potential student population, market-oriented charter schools may be “cropping off” service to students whose language or special education needs make them more costly to educate.

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Gilblom, Elizabeth A., and Hilla I. Sang. "Charter School Closure in Ohio’s Largest Urban Districts: The Effects of Management Organizations, Enrollment Characteristics and Community Demographics on Closure Risk." Journal of Education and Learning 10, no. 3 (April 6, 2021): 1. http://dx.doi.org/10.5539/jel.v10n3p1.

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This study builds on previous research investigating management organizations (MOs), charter school locations, and closure by examining the effects of MO type (EMO, CMO and freestanding schools), racial enrollment, student achievement, and the community characteristics surrounding each charter school in Ohio’s eight largest counties with the largest urban school districts on the likelihood of closure between 2009 and 2018. We conducted a discrete-time survival analysis using life tables and binary logistic regression. Findings indicated that freestanding charter schools experience higher risks of closure than EMO and CMO managed charter schools in those counties. Although they are more likely to close, freestanding schools have higher student achievement in math and reading. Higher math proficiency reduces the likelihood of closure by 2.8%. However, community and enrollment characteristics are not statistically significant predictors of closure.

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Mann, Bryan. "Whiteness and economic advantage in digital schooling: Diversity patterns and equity considerations for K-12 online charter schools." education policy analysis archives 27 (September 9, 2019): 105. http://dx.doi.org/10.14507/epaa.27.4532.

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Scholars and policymakers have yet to hold a robust conversation about diversity in K-12 online schools. This study builds on research that suggests online charter schools enroll higher percentages of White and economically advantaged students compared to national K-12 school enrollment averages. While these findings remain consistent, the study presented here employs techniques used in school segregation and diversity research to develop a more nuanced understanding of online charter school enrollment patterns. While more White and wealthy students attend online charter schools compared to other types of schools nationally, there are differences across states. Understanding the nature of these differences helps consider possibilities for moving online charter school enrollments toward increased diversity. While diversity in traditional schools has benefits, this article concludes with cautions about how to achieve equity through diversity in online spaces and if these goals are attainable. If online charter schools achieve racial and economic diversity, their leaders need to apply critical lenses in developing online programming to ensure diverse enrollments lead to equity.

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Barnard-Brak, Lucy, Marcelo Schmidt, and M. Hassan Almekdash. "Enrollment of students with disabilities in charter schools: Contemporary national and state level findings." education policy analysis archives 26 (April 9, 2018): 43. http://dx.doi.org/10.14507/epaa.26.3276.

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There is no national study examining the rate of enrollment of students with disabilities in charter schools. We examined whether students with disabilities were significantly less likely to enroll in charter schools as compared to non-charter public schools accounting for state level variation using data for the entire national population. We utilized data from the Civil Rights Data Collection under the U.S. Department of Education for the 2011-2012 and 2013-2014 academic years. These nationwide and contemporary data provided school-level numbers of students with disabilities receiving special education services under the Individuals with Disabilities Education Act (IDEA) and charter school status. We performed hierarchical linear modeling to examine for differences in the percentages of students with disabilities under IDEA between charter and non-charter schools, which revealed significantly less students with disabilities enrolled in charter schools at the national and state level. Additionally, we identified and ranked states according to the degree of discrepancy in the percentages of students with disabilities under IDEA between charter and non-charter schools.

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Frankenberg, Erica, and Chungmei Lee. "Charter Schools and Race: A Lost Opportunity for Integrated Education." education policy analysis archives 11 (September 5, 2003): 32. http://dx.doi.org/10.14507/epaa.v11n32.2003.

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Segregation patterns in the nation's charter schools are studied. After reviewing state charter legislation that directly addresses issues of racial and ethnic balance of student enrollment, we briefly examine the racial composition and segregation of the charter school population nationally. School-level analyses, aggregated by state constitute the primary method of studying segregation in charter schools. First, we look at racial composition and segregation of charter schools by state. Then, we consider the differences in segregation between non-charter public schools (or simply "public schools" for convenience) and charter schools, as well as segregation within the charter school sector. We conclude with a discussion of the article's findings and recommendations to promote further racial equity in this growing sector of public schools.

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Cannata, Marisa, and Mimi Engel. "Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals." Education Finance and Policy 7, no. 4 (October 2012): 455–88. http://dx.doi.org/10.1162/edfp_a_00076.

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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.

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Marcotte, Dave E., and Kari Dalane. "Socioeconomic Segregation and School Choice in American Public Schools." Educational Researcher 48, no. 8 (October 23, 2019): 493–503. http://dx.doi.org/10.3102/0013189x19879714.

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We examine the effect of the expansion of charter schools on socioeconomic segregation in American public education. Using a district-level panel data set from 1998 to 2015, we describe and model changes in within-district segregation of low-income students, proxied by free-lunch eligibility (FLE). We show that the segregation of FLE students from non-FLE students increased by about 15% in large school districts and find that charter school penetration and growth played a role in increasing socioeconomic segregation within districts. We estimate that a one standard deviation increase in charter enrollment rates increases the dissimilarity index in a district by 6% of a standard deviation. Although this impact is modest, we do find that segregation is more pervasive in the charter sector. So, continued growth of charter schools could exacerbate socioeconomic segregation.

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Maranto, Robert, and Alexandra Vasile. "Desert Bloom?: Lessons from Two Decades of Arizona Charter Schooling." International Journal of Educational Reform 27, no. 2 (April 2018): 173–84. http://dx.doi.org/10.1177/105678791802700204.

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For decades, scholars and politicians have debated the likely impacts of school choice. Yet few have studied the nation's largest state-level charter school market, Arizona, whose 20-year-old charter sector accounts for about 17% of Arizona public school enrollment. This article summarizes the extant literature on this market, some 23 studies, supplemented with original fieldwork to derive tentative lessons for social scientists and policymakers. While the charter sector seems to have promoted innovation, teacher and parent empowerment, and modest improvement in traditional public schools, findings regarding student learning and segregation are less clear.

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Chakrabarti, Rajashri, and Joydeep Roy. "Do charter schools crowd out private school enrollment? Evidence from Michigan." Journal of Urban Economics 91 (January 2016): 88–103. http://dx.doi.org/10.1016/j.jue.2015.10.004.

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Anderson, Kaitlin P. "Evidence on charter school practices related to student enrollment and retention." Journal of School Choice 11, no. 4 (October 2, 2017): 527–45. http://dx.doi.org/10.1080/15582159.2017.1395614.

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Ahn, June, and Andrew McEachin. "Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools." Educational Researcher 46, no. 1 (January 2017): 44–57. http://dx.doi.org/10.3102/0013189x17692999.

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We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K–12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time. First, we explore e-school enrollment patterns and how these patterns vary by student subgroups and geography. Second, we evaluate the impact of e-schools on students’ learning, comparing student outcomes in e-schools to outcomes in two other schooling types, traditional charter schools and traditional public schools. Our results show that students and families appear to self-segregate in stark ways where low-income, lower achieving White students are more likely to choose e-schools while low-income, lower achieving minority students are more likely to opt into the traditional charter school sector. Our results also show that students in e-schools are performing worse on standardized assessments than their peers in traditional charter and traditional public schools. We close with policy recommendations and areas for future research.

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Davis, Matthew, and Blake Heller. "No Excuses Charter Schools and College Enrollment: New Evidence from a High School Network in Chicago." Education Finance and Policy 14, no. 3 (July 2019): 414–40. http://dx.doi.org/10.1162/edfp_a_00244.

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Although it is well known that certain charter schools dramatically increase students' standardized test scores, there is considerably less evidence that these human capital gains persist into adulthood. To address this matter, we match three years of lottery data from a high-performing charter high school to administrative college enrollment records and estimate the effect of winning an admissions lottery on college matriculation, quality, and persistence. Seven to nine years after the lottery, we find that lottery winners are 10.0 percentage points more likely to attend college and 9.5 percentage points more likely to enroll for at least four semesters. Unlike previous studies, our estimates are powerful enough to uncover improvements on the extensive margin of college attendance (enrolling in any college), the intensive margin (persistence of attendance), and the quality margin (enrollment at selective, four-year institutions). We conclude by providing nonexperimental evidence that more recent cohorts at other campuses in the network increased enrollment at a similar rate.

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Winters, Marcus A., Dick M. Carpenter, and Grant Clayton. "Does Attending a Charter School Reduce the Likelihood of Being Placed Into Special Education? Evidence From Denver, Colorado." Educational Evaluation and Policy Analysis 39, no. 3 (February 10, 2017): 448–63. http://dx.doi.org/10.3102/0162373717690830.

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We use administrative data to measure whether attending a charter school in Denver, Colorado, reduces the likelihood that students are newly classified as having a disability in primary grades. We employ an observational approach that takes advantage of Denver’s Common Enrollment System, which allows us to observe each school that the student listed a preference to attend. We find evidence that attending a Denver charter school reduces the likelihood that a student is classified as having a specific learning disability, which is the largest and most subjectively diagnosed disability category. We find no evidence that charter attendance reduces the probability of being classified as having a speech or language disability or autism, which are two more objectively diagnosed classifications.

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Pogodzinski, Ben, Sarah Winchell Lenhoff, and Michael Addonizio. "The Relationship Between Open Enrollment and School Bond Voting." Educational Administration Quarterly 55, no. 3 (October 29, 2018): 510–34. http://dx.doi.org/10.1177/0013161x18809343.

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Purpose: The purpose of this study was to identify an association between student mobility through open enrollment and voter support for school bond proposals. Specifically, we hypothesized that higher percentages of nonresident enrollment in a school district and resident exit from a district would be associated with lower levels of voter support for bond proposals. Data Collection and Analysis: We utilized publicly available data on bond proposals placed on ballots between 2009 and 2015, publicly available data from the State of Michigan for information on percentages of nonresident enrollment and resident exit, and publicly available data from the U.S. Census Bureau for data on district resident characteristics. Regression analysis was used to identify associations between nonresident enrollment and resident exit with the percentage of “yes” votes on school bond proposals controlling for community and resident characteristics. Findings: We failed to reject the null hypotheses, finding no statistically significant association between nonresident enrollment and resident exit and average voter support for school bond proposals, ceteris paribus. Implications for Research/Practice: We laid some groundwork for reconceptualizing the relationship between open enrollment policies and communities’ willingness to support local public schools. This has potential implications for both local- and state-level policies regarding enrollment issues and issues of school finance. As local boards continue to struggle with budget shortfalls and mounting capital needs, they may need to further weigh their own communities’ interest in supporting local public schools in the wake of increased student mobility in and out of districts.

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Weixler, Lindsay Bell, Jane Arnold Lincove, and Alica Gerry. "The Provision of Public Pre-K in the Absence of Centralized School Management." American Educational Research Journal 56, no. 6 (April 23, 2019): 2439–73. http://dx.doi.org/10.3102/0002831219845623.

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Using administrative and qualitative data, we investigate how decentralization affects the supply of optional educational services using the example of school-based prekindergarten (pre-K) in New Orleans during the transition to a majority-charter system. Although charter school leaders are motivated by student- and school-level benefits of pre-K, they face unique obstacles to funding classrooms. We find that the number of pre-K seats fell substantially as decision making and budgeting were decentralized. Charter schools that did offer pre-K experienced few internal benefits, on average, in terms of future enrollment or test performance, as pre-K graduates are highly mobile. This study provides initial evidence that decentralization without offsetting financial incentives can lead to reduced investments in programs that advance the social goals of education.

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Strick, Betsy R. "Evidence for the Influence of School Context on College Access." education policy analysis archives 20 (November 5, 2012): 35. http://dx.doi.org/10.14507/epaa.v20n35.2012.

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Since the release of the Coleman Report in 1966, studies (such as Sirin, 2005; Radford, Berkner, Wheeless, and Shepherd, 2010) have continued to find an association between socioeconomic status and educational attainment. Wyner, Bridgeland, and Diiulio (2007) observe that a progressively lower proportion of low-income, high achieving students remain successful as they advance from elementary school through college. The present study considers college enrollments from a college preparatory charter secondary school serving low-income students. The study finds that alumni enrolled in four-year colleges at a higher rate than did lottery-assigned comparison students. These four-year college enrollment findings held for Hispanic, African American, and Asian American students. At the same time, the overall college enrollment rates, meaning enrollment in two- and four-year colleges in contrast to no college enrollment, were quite similar for the Preuss School and comparison students. These results were achieved, this study suggests, through numerous academic and social supports that increase college eligibility rates and institute four-year college and financial aid applications as part of coursework. The four-year college enrollment findings offer the promise that schools can be arranged to increase academic opportunities for low-income students.

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Green, Terrance L., Joanna D. Sánchez, and Andrene J. Castro. "Closed Schools, Open Markets: A Hot Spot Spatial Analysis of School Closures and Charter Openings in Detroit." AERA Open 5, no. 2 (April 2019): 233285841985009. http://dx.doi.org/10.1177/2332858419850097.

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The purpose of this study is to use geographic information systems to map the spatial distribution of traditional public school closures and the opening of charter schools in Detroit. To achieve this purpose, we examine the following research questions: (a) How are traditional public school closures and the opening of charter schools spatially distributed throughout neighborhoods in Detroit during three education policy eras? (b) How, if at all, might these schools’ spatial patterns cluster in certain neighborhoods to create hot spots of traditional public school closures and/or charter school openings? As such, this descriptive study uses hot spot geospatial analysis to identify whether the spatial occurrence of traditional public school closures and charter school openings is randomly distributed or if it occurs in statistically significant spatial clusters. Rollback and rollout neoliberalism is used to theoretically frame the study and guide the analysis. Findings suggest that charter school openings occur more often in hot spots or concentrated ways than the closure of traditional public schools in Detroit. We conclude with implications for future research.

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Delaney, Thomas J., Cheryl M. Lange, and James E. Ysseldyke. "Participation of Rural Students with Disabilities and Rural Gifted Students in Open Enrollment." Rural Special Education Quarterly 14, no. 3 (September 1995): 31–35. http://dx.doi.org/10.1177/875687059501400307.

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Minnesota has an open enrollment program which allows students the opportunity to attend a school in any school district of their choice. The authors examined the survey responses on open enrollment of 82 parents of rural students with disabilities and rural students who are gifted. The purpose of the data analysis was to focus on transferring students' demographic characteristics, sources of information about open enrollment, and reasons for transfer. The majority of students with disabilities using open enrollment have been categorized as having a learning disability. Most of these open enrollment students and their parents gather information about the availability of open enrollment from the media. The most important reason parents of rural children with special needs apply for open enrollment is because programs available in alternative districts are thought to be better able to meet the educational requirements of these children.

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Rapa, Luke J., Antonis Katsiyannis, and Robin Parks Ennis. "Charter School Enrollment Effects: A Review of Results from Recent Large-Scale Studies." Journal of Child and Family Studies 27, no. 10 (June 17, 2018): 3132–40. http://dx.doi.org/10.1007/s10826-018-1143-z.

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Brasington, David, Alfonso Flores-Lagunes, and Ledia Guci. "A spatial model of school district open enrollment choice." Regional Science and Urban Economics 56 (January 2016): 1–18. http://dx.doi.org/10.1016/j.regsciurbeco.2015.10.005.

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Glazerman, Steven, and Dallas Dotter. "Market Signals: Evidence on the Determinants and Consequences of School Choice From a Citywide Lottery." Educational Evaluation and Policy Analysis 39, no. 4 (April 21, 2017): 593–619. http://dx.doi.org/10.3102/0162373717702964.

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We estimate school-choice preferences revealed by the rank-ordered lists submitted by more than 22,000 applicants to a citywide lottery for more than 200 traditional and charter public schools in Washington, D.C. The results confirm previously reported findings that commuting distance, school demographics, and academic indicators play important roles in school choice and that there is considerable heterogeneity of preferences. Higher and lower income choosers respond to academic quality measures, but respond to different indicators of quality. Simulations suggest segregation by race and income would be reduced and enrollment in high-performing schools increased if policymakers were to relax school capacity constraints in individual campuses. The simulations also suggest that removing the lowest performing schools as choice options could further reduce segregation and increase enrollment in high-performing schools.

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Ford, Michael R., and Douglas M. Ihrke. "School board member definitions of accountability." Journal of Educational Administration 55, no. 3 (May 2, 2017): 280–96. http://dx.doi.org/10.1108/jea-04-2016-0040.

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Purpose The purpose of this paper is to determine the differing ways in which nonprofit charter and traditional public school board members define the concept of accountability in the school or schools they oversee. The findings speak to the governing consequences of shifting oversight of public education from democratically elected bodies to unelected nonprofit governing boards. Design/methodology/approach The authors use originally collected survey data from democratically elected school board members and nonprofit charter school board members in Minnesota to test for differences in how these two populations view accountability. Open-ended survey questions are coded according to a previously used accountability typology. Findings The authors find that charter school board members are more likely than traditional public school board members to define accountability through high stakes testing as opposed to staff professionalization and bureaucratic systems. Originality/value The results speak to the link between board governance structure and accountability in the public education sector, providing new understanding on the way in which non-elected charter school board members view their accountability function.

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Fossey, Richard. "Open Enrollment in Massachusetts: Why Families Choose." Educational Evaluation and Policy Analysis 16, no. 3 (September 1994): 320–34. http://dx.doi.org/10.3102/01623737016003320.

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In 1991, the Massachusetts legislature passed an open enrollment law permitting students to enroll in schools outside their home communities. This article describes a study of enrollment patterns under the open enrollment program as of fall 1992. The study compared certain characteristics of Massachusetts sending and receiving districts in those settings in which 20 or more school-choice students transferred from one district to another. This comparison revealed that families generally enrolled their children in the schools of communities having higher indicators of student performance and higher socioeconomic status than the districts they left.

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Chin, Mark, Thomas J. Kane, Whitney Kozakowski, Beth E. Schueler, and Douglas O. Staiger. "School District Reform in Newark: Within- and Between-School Changes in Achievement Growth." ILR Review 72, no. 2 (May 14, 2018): 323–54. http://dx.doi.org/10.1177/0019793918774318.

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In the 2011–12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008–09 through 2015–16, the authors evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a “value-added” model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools.

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LaFleur, Jennifer C. "Locating Chicago’s charter schools: A socio-spatial analysis." education policy analysis archives 24 (March 14, 2016): 33. http://dx.doi.org/10.14507/epaa.24.1745.

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This project contributes to the body of research examining the implications of the geographic location of charter schools for student access, especially in high-poverty communities. Using geographic information systems (GIS) software, this paper uses data from the U.S. Census American Community Survey to identify the socioeconomic characteristics of the census tracts in which Chicago’s charter schools tend to locate. Echoing the findings of other researchers who have examined charter school locational patterns, the present analyses found evidence of a “ceiling effect” by which many charter schools appear to locate in Chicago’s higher-needs census tracts, broadly cast, but avoid locating directly within those that are highest-need. The findings suggest that because Chicago’s charter schools face per-pupil expenditures that are often up to 20% less than those of traditional public schools, they may strategically leverage location to help shape student enrollment. By frequently locating near, but not directly within highest-need communities, charter schools may find it easier to attract a quorum of relatively higher achieving students who are less expensive to educate, therefore increasing their chances of meeting academic benchmarks and retaining their charters. By extending the findings of other researchers to the context of Chicago—where charters represent an ever-increasing share of the public school market—the present analyses may inform future revisions to the policies governing the authorization of charter schools in Chicago, with the goal of increasing access for highest-need students.

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Singleton, John D. "Incentives and the Supply of Effective Charter Schools." American Economic Review 109, no. 7 (July 1, 2019): 2568–612. http://dx.doi.org/10.1257/aer.20171484.

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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)

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Castillo, Elise. "“Doing what it takes to keep the school open”: The philanthropic networks of progressive charter schools." education policy analysis archives 28 (August 17, 2020): 121. http://dx.doi.org/10.14507/epaa.28.4452.

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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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Kotok, Stephen, David S. Knight, Huriya Jabbar, Luis E. Rivera, and Rodolfo Rincones. "On Becoming a District of Choice: Implications for Equity Along the United States–Mexico Border." Educational Administration Quarterly 55, no. 4 (January 9, 2019): 615–56. http://dx.doi.org/10.1177/0013161x18821357.

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Purpose: Despite the popularity of open enrollment as a school choice mechanism, there is little research on how principals behave in a district-run competitive setting. This study adds to our understanding of how open enrollment policies affect the role of the principal as well as educational equity by examining the roles and behaviors of school principals in an unregulated marketplace of schools. Research Method: This study uses an explanatory sequential mixed methods approach. We first analyze school-level transfer data for school year 2014-2015 and demographic data in order to examine trends such as poverty concentration as well as to identify “winners,” “losers,” and “nonplayers” in the open enrollment marketplace. Since principals are heavily involved in recruitment, student screening, and selection of specialized programs, we interviewed 12 principals to better understand their role in the competitive settings. Findings: We find that some schools have emerged as “winners” in this marketplace, attracting large numbers of transfers without losing many students, while other principals and schools struggle to overcome a negative perception and find a market niche to attract students. Our quantitative analysis indicates a relatively small relationship between open enrollment and increased segregation in the district. District oversight seems to have prevented worsening segregation. However, many principals seek more control on the screening process raising equity concerns if formal regulations are not provided. Implications: These findings have implications for school and district leaders navigating open enrollment plans as a means to increase enrollments and encourage innovation while also maintaining equity.

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Lacireno-Paquet, Natalie. "Do EMO-operated Charter Schools Serve Disadvantaged Students? The Influence of State Policies." education policy analysis archives 12 (June 15, 2004): 26. http://dx.doi.org/10.14507/epaa.v12n26.2004.

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There is a paucity of research about how the policies enacted by states either foster or hinder charter schools’ service to disadvantaged students or how the characteristics of charter schools themselves affect this outcome. By combining data from the US Department of Education’s Schools and Staffing Survey with data on the characteristics of state charter school policies, this article examines how different types of charter schools respond to the policy and market signals established by state charter legislation, and the impact of such signals on the willingness and ability of charter schools to serve disadvantaged student populations. With a sample of 533 charter schools in 13 states, models are estimated to discern whether specific state policies and whether being managed by two types of for-profit educational management organizations (EMOs)—large and small ones—encourages or discourages schools from enrolling low-income and minority students. The results suggest that certain policy characteristics are important for encouraging schools to serve low-income and minority students. Specifically, having multiple chartering authorities and requiring the transportation of students are important for explaining charter schools’ service to low-income and minority students. Being managed by a large-EMO was positively but not significantly related to charter schools enrollment of low-income and minority students. The results differed for small-EMO managed schools. Small-EMOs served significantly lower percentages of minority students. The results suggest that not all charter schools are the same and that policy design and organizational form matters for determining whom charter schools will serve.

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Archbald, Doug, Andrew Hurwitz, and Felicia Hurwitz. "Charter schools, parent choice, and segregation: A longitudinal study of the growth of charters and changing enrollment patterns in five school districts over 26 years." education policy analysis archives 26 (February 19, 2018): 22. http://dx.doi.org/10.14507/epaa.26.2921.

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In 1975, a court-ordered busing program was launched to desegregate the schools of New Castle County, Delaware. It was by many accounts one of the most significant and successful desegregation programs in the nation (Armor & Rossell, 2002; Orfield, 2014; Raffel, 1980). In 1995, the districts of the county were declared “unitary” and the court order was lifted. Shortly thereafter, new policies were enacted allowing school choice, charter schools, and neighborhood attendance zoning. This study draws on primary and secondary data, including geographic, census, and enrollment data, and provides an account of the policy changes and a 26-year longitudinal analysis of changing enrollment trends and patterns. Segregation by race and income among schools accelerated after the policy changes. While the policy changes created greater segregation, enrollment trends varied by district and over time; segregation growth was moderate in two of the districts, small in the others. Our study illuminates the complexity of explaining segregation patterns and disentangling the contributing role of choice, charters, attendance zones, and residential demographics in explaining segregation patterns in school systems.

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Garry, Vanessa, and Susan Uchitelle. "The Upside to One Urban District’s School Closings: African Americans Achieve in Income Balanced Schools." Education and Urban Society 52, no. 2 (January 2, 2019): 194–214. http://dx.doi.org/10.1177/0013124518819758.

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In 2003, in an effort to address St. Louis Public Schools’ (SLPS’) declining enrollment and debt, the interim superintendent closed 16 schools. In 2016, more than a decade since the school closings, the enrollment dwindled from 44,000 students to half that number. This study is an examination of the closed schools to determine if displaced African American children from the shuttered schools were better off as a result of attending the replacement schools. The findings suggest SLPS’ replacement schools were not better than the shuttered schools as was predicted in the SLPS 2003 Plan. Instead, we found displaced African American children who attended income imbalanced SLPS and charter schools in St. Louis had fewer children proficient on the state’s English Language Arts (ELA) assessment than their peers who participated in the Voluntary Interdistrict Transfer Program (VITP). The implications of these findings in the use of school closings as reform initiatives are discussed.

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Gilraine, Michael, Uros Petronijevic, and John D. Singleton. "Horizontal Differentiation and the Policy Effect of Charter Schools." American Economic Journal: Economic Policy 13, no. 3 (August 1, 2021): 239–76. http://dx.doi.org/10.1257/pol.20200531.

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While school choice may enhance competition, incentives for public schools to raise productivity may be muted if public education is imperfectly substitutable with alternatives. This paper estimates the aggregate effect of charter school expansion on education quality while accounting for the horizontal differentiation of charter programs. Our research design leverages variation following the removal of North Carolina’s statewide cap to compare test score changes for students who lived near entering charters to those farther away. We find learning gains that are driven by public schools responding to increased competition from non-horizontally differentiated charter schools, even before those charters actually open. (JEL H75, I21, I28)

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Gilblom, Elizabeth A., and Hilla I. Sang. "Schools as market-based clusters: Geospatial and statistical analysis of charter schools in Ohio." education policy analysis archives 27 (February 25, 2019): 15. http://dx.doi.org/10.14507/epaa.27.4091.

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This study contributes to the growing body of research concerning the strategic geographic positioning of traditional charter schools (TCS) in urban areas and their segregative effect by considering economist Michael Porter’s concept of business clusters, in which businesses ‘cluster’ to maximize their potential profit and to gain access to a customer base. Using a mixed-methods approach, we use geographic information systems (GIS) to perform an Average Nearest Neighbor Analyses (ANNA) to determine if charter and public schools (TPS) cluster in Ohio’s Cleveland Metropolitan School District (CMSD). We analyze school enrollment data and the local census tracts using MANOVA to compare the characteristics of TCS and TPS and produce maps of the results. Consistent with other research, we find evidence of increased segregation. The ANNA and MANOVA results indicate that TCS are more clustered than TPS and they tend to locate outside of the poorest communities with higher concentrations of Black and poor individuals.

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Shaw, Brian P. "Music Education Opportunities in Ohio K–12 Public and Charter Schools." Journal of Research in Music Education 69, no. 3 (February 8, 2021): 303–20. http://dx.doi.org/10.1177/0022429420986123.

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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.

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Mungal, Angus Shiva. "Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure." education policy analysis archives 24 (February 7, 2016): 17. http://dx.doi.org/10.14507/epaa.24.2037.

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In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a parallel education structure within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s that helped to open education to outside organizations. This paper captures two intertwined phenomena; the formation of the parallel education structure and the various partnerships that helped built it. This has resulted in two unique pathways within the public school system. One pathway focuses upon local area conventional public schools that are administered by the NYCDOE. The other pathway represents failing local area public schools that are run by charter school networks. This paper looks beyond TFA’s current influence within the classroom and explores how market forces led to its role with other educational organizations.

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Cowen, Joshua M., and Benjamin Creed. "Public School Choice and Student Achievement: Evidence From Michigan’s Interdistrict Open Enrollment System." AERA Open 3, no. 3 (July 2017): 233285841773155. http://dx.doi.org/10.1177/2332858417731555.

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Edwards, Danielle Sanderson. "Just Out of Reach? Unrestrained Supply, Constrained Demand, and Access to Effective Schools in and Around Detroit." Educational Evaluation and Policy Analysis 43, no. 3 (March 22, 2021): 391–418. http://dx.doi.org/10.3102/0162373721996738.

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Research concerning family preferences for schooling indicates that they value proximity to home as much as academic quality when choosing schools. However, preferences for proximity likely represent inability to access schools farther away from home, especially for disadvantaged students. I test whether distance and district boundaries constrain access to high-performing and effective schools for Detroit students where families choose between intradistrict, interdistrict, and charter schools, as well as an assigned school. I employ a unique data set that includes enrollment records, addresses, and commute times for Detroit residents regardless of where they attend school. Results show that disadvantaged students have little access to the highest quality schools available, specifically those outside Detroit. However, students attend higher performing schools within Detroit.

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Lau, Matthew Y., Cheryl M. Lange, and James E. Ysseldyke. "The Participation of Students Who are Identified as Gifted and Talented in Minnesota's Open Enrollment Option." Journal for the Education of the Gifted 17, no. 3 (July 1994): 276–98. http://dx.doi.org/10.1177/016235329401700306.

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The extent to which students who were identified as gifted and talented participating in Minnesota's Open Enrollment Option was investigated. Information was drawn from surveys on 26 students who were identified as gifted and talented and transferred to nonresident schools through Open Enrollment during the 1990–91 school year. Parental involvement in school before and after the transfer, reasons for transferring, and other experiences in exercising the option were studied. The results were compared to those of students without special needs (n=60). Parents of students with special talents moderately increased their involvement at their chosen school. Academic and educational concerns were some of the main reasons that prompted these students to transfer. The most valuable sources of information about the option were the mass media and the school principal. Most parents expressed satisfaction with the option-, yet, many experienced transportation problems. Important applications for these findings were discussed.

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Ysseldyke, James E., Cheryl M. Lange, and Deborah J. Gorney. "Parents of Students with Disabilities and Open Enrollment: Characteristics and Reasons for Transfer." Exceptional Children 60, no. 4 (February 1994): 359–72. http://dx.doi.org/10.1177/001440299406000407.

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This study examines the characteristics of students with disabilities who participate in Open Enrollment (one of seven enrollment options available in Minnesota), the reasons they participate, and the sources of information and decision-making process involved with choosing another district. Surveys of 347 parents revealed three primary reasons for transferring their children: The child's special education needs being better met at the new district, more personal attention from the teacher, and dissatisfaction with the resident school. Other factors, such as disability category, parents' income, and location, were also analyzed.

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Journal articles on the topic 'Open enrollment charter school'

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