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1
Booker, Toby Kevin. "The impact of charter schools in Texas." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1769.
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Keller, Karlyn. "Efficacy in Texas Charter Schools Compared to Traditional Public Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.
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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.
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D'Lorm, Raul. "Organizational, financial and demographic characteristics of charter schools in Texas and their relationship to school performance." Diss., Texas A&M University, 2006. http://hdl.handle.net/1969.1/4656.
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The deepening dissatisfaction with traditional public schools has inspired changes in the educational system. In less than a decade charter schools have gone from nonexistent to widespread. Charter schools are different from other reforms because charter schools tend to vary in terms of their performance and population served. Some charter schools are obviously more effective than others in terms of their performance on reading, writing and mathematics state-mandated tests. Therefore, the purpose of this study of the correlates of charter school effectiveness is to measure the strength and direction of their relationships between charter schools performance and their organizational, financial and organizational characteristics. My research concludes that among the demographic, financial and organizational variables selected the attendance rate; the central administration expenses and the total number of teachers respectively have the strongest correlation and are the best predictors when it comes to school performance.
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Subjinski, Amanda. "A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801878/.
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The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus leadership and parent and community involvement with the campus. Mission and focus were secondary strategies that contributed to increasing teacher effectiveness and student achievement. All of the interviewees stated their work was “all about the kids” to support the theme of the common mission and focus the campus and district.
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Applewhite, Gary. "A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799550/.
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The purpose of this study was to evaluate the relationship between the instructional outcomes in the independent school districts and charter schools in relation to the expenditure of public funds for instruction and total operating expenditures from the general fund. The study considered Texas elementary charter schools and independent school districts, whose school populations were identified as having greater than or equal to 50% of economically disadvantaged students, according to the Texas Academic Excellence Indicator System (AEIS). The study made use of multiple regression and was an ex post facto cross-sectional analysis utilizing production function theory. The study’s outcomes reported the difference in student achievement between elementary schools in independent public school districts and charter schools were small to negligible for math and reading achievement. The study also reported, there is no statistically significant difference in per pupil expenditure of public funds between elementary schools in independent public school districts and charter schools. Furthermore, there is no statistically significant relationship between student achievement and per pupil expenditure of public funds on elementary schools in independent public school districts and charter schools.
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Sneed, Samantha. "Prevalence and Proportionality of Dyslexia in Texas Public and Charter School Districts." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538691/.
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Passed in 1985, the Texas Education Code (TEC) §38.003, Screening and Treatment of Dyslexia and Related Disorders, required public school districts and charters to identify and provide remediation services for students with dyslexia. While Texas was the first state to pass such a requirement, the question remains: What is the prevalence and proportionality of dyslexia in Texas public school districts and charters? In Phase 1 of this study, a secondary analysis using point prevalence and disproportionality calculations was conducted to analyze the impact of this more than 30-year-old law. In order to better help understand these findings, semi-structured interviews with district leaders were conducted in Phase 2 to gain insight on how students were identified with dyslexia across the state. The results of Phase 1 showed the estimated prevalence of dyslexia in Texas public school districts and charters to be low in comparison to the literature. Additionally, the findings suggested a discrepancy in identifications between gender and district type (public school versus charter) and across racial and ethnic groups. Meanwhile, the results of Phase 2 revealed that leadership, support, funding, and accountability impact dyslexia identifications. This study emphasizes the need to further explore and analyze how to best identify and service all students with dyslexia, regardless of gender, race and ethnicity, district type, and geographical location.
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Fusarelli, Lance D. "The interplay of advocacy coalitions and institutions on school choice in Texas : a case study of charter schools and vouchers /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Albert, Green DeEadra Florence. "Teachers', parents', and students' perceptions of effective school characteristics of two Texas urban exemplary open-enrollment charter schools." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2566.
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The primary purpose of this study was to examine how teachers, parents, and
students viewed their charter school as effective when effectiveness was defined by the
following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and
orderly environment, (d) positive school climate, (e) high expectations, (f) frequent
monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community
involvement, (j) professional development and (k) teacher involvement.
Two exemplary open-enrollment charter schools in Texas were used in this
study. All 24 teacher, parent, and student participants completed a questionnaire that
addressed characteristics analyzed for each group. The 72 participants in this
quantitative study were randomly chosen to respond to items on the School
Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and
Thomas. Data from the completed questionnaires were reported using descriptive
statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5
characteristics. These characteristics were: (a) safe and orderly
environment, (b) positive school climate, (c) high student expectations, (d)
frequent student assessment, and (e) monitoring of achievement and basic
skills.
2. Teachers and parents agreed their school demonstrated effective
instructional leadership, a clear and focused mission, and a maximized
opportunity for learning. On the other hand, students were uncertain their
school provided maximum opportunities for learning.
3. Only parents and students were in agreement concerning the parental
involvement in their school. In contrast, teachers were uncertain their
school provided parent and community involvement.
4. Teachers were also uncertain their school provided strong professional
development and included them in the decision-making process for the
school.
9
Maloney, Catherine. "The Effect of Texas Charter High Schools on Diploma Graduation and General Educational Development (Ged) Attainment." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4855/.
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This dissertation is a study of the effect of Texas's charter high schools on diploma graduation and General Educational Development (GED) attainment. Utilizing data from the Texas Schools Project at the University of Texas at Dallas, the study follows a cohort of Texas students enrolled as 10th graders in the fall of 1999 and tracks their graduation outcomes through the summer of 2002 when they were expected to have completed high school. The analysis uses case study research and probit regression techniques to estimate the effect of charter school attendance on graduation and GED outcomes as well as the effect of individual charter school characteristics on charter students' graduation outcomes. The study's results indicate that charter school attendance has a strong negative effect on diploma graduation and a strong positive effect on GED attainment. In addition, the study finds that charter schools that offer vocational training, open entry/exit enrollment options, and charters that are operated in multiple sites or "chain" charters have positive effects on charter students' diploma graduation outcomes. Charters that offer accelerated instruction demonstrate a negative effect on diploma graduation. The study finds that charter school graduation outcomes improve as charters gain experience and that racially isolated minority charter schools experience reduced graduation outcomes. The study's results also indicate that Texas's charter high schools may be providing district schools with a means through which to offload students who may be difficult to educate. The analysis finds that districts may be pushing low-performing high school students with attendance and discipline problems into charter schools in order to avoid the effort of educating them and to improve district performance on accountability measures related to standardized test scores and graduation rates. This finding suggests that that competition from charter high schools will not provide much incentive for districts to improve their programs, undermining a central premise of school choice initiatives.
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Cortez-Rucker, Vance. "The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2482.
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Grinage, Adam L. "Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4778/.
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The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.
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Estes, Mary Bailey. "Choice for All? Charter Schools and Students with Disabilities." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2905/.
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In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well.
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Jackson, Nokomis “Butch ”. Jr. "Educational Performance: Texas Open Enrollment Charter High Schools Compared to Traditional Public High Schools." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177215/.
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The study examined mathematics and English student achievement, attendance rates, dropout rates, and expenditures per pupil for Texas high school students in both open-enrollment charter schools and traditional public high schools for the 2009–2010 school year. All data were assembled using archived information found at the Texas Education Agency (TEA). This information included the TEA report entitled Texas Open Enrollment Charter Schools Evaluation; TEA Snapshot Yearly Report; and Academic Excellence Indicator System (AEIS) data files. Microsoft Excel (Version 2010) was used to randomly select traditional public high schools categorized as Title 1 and non-Title 1 for comparison with Title 1 and non-Title 1 open-enrollment charter high schools. The IBM Statistical Package for the Social Sciences (SPSS) (IBM Statistics Version 20) was used for a one-way analysis of variance (ANOVA) conducted between one independent variable (charter or traditional school) and five dependent variables (mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil). Traditional public high school students had higher or better average mean values than charter schools for mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil. The ANOVA found that four of the five dependent variables were statistically significant at the 0.05 confidence level for the independent variable of school type, whether charter or traditional school. There was no significant difference found between the schools for attendance rates. Effect size calculations, using the eta-squared method, confirmed the comparisons with significant differences.
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Rudebusch, Judith. "Analysis of Special Education Compliance and Special Education Funding in Four Texas Open-Enrollment Charter Schools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4394/.
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The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction.
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Gomez, Jason Diego. "Correlates of Texas Standard AP Charter Campuses and How They Compare with Standard AP Traditional Public Campuses." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11042/.
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The research sought to objectively evaluate the effectiveness of Texas standard AP open-enrollment charter school campuses and to discover independent variables that may be utilized to predict effective charter school campuses. The literature review was designed to enhance the current understanding of charter schools and therefore facilitate a more effective evaluation of them. A basic knowledge and understanding of the origins, characteristics and purposes of charters allow for a more objective analysis. The literature review covered the history of charters including their founders, characteristics, and growth patterns. The data items used in the analyses were downloaded from the 2007-2008 Academic Excellence Indicator System (AEIS), which contains a variety of data from all Texas public schools. Multiple statistical analyses were utilized including chi-square, ANOVA, multiple regression and discriminate analysis. In order to evaluate Texas standard AP open enrollment charter campuses, their accountability ratings were compared with those of standard AP traditional public school campuses. The research evaluated twelve independent variables for charter schools to determine their relationship to accountability ratings, thereby providing charter operators indicators or predictors of accountability ratings to facilitate better academic quality. By analyzing the same variables for traditional public schools as charter schools, a baseline model was developed to compare the similarities and differences with the results of the charter school analyses.
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Gomez, Jason Diego Fossey Richard. "Correlates of Texas standard AP charter campuses and how they compare with standard AP traditional public campuses." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11042.
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Treviño, Ramona Sullivan. "Creating an elementary charter school: power, negotiations, and an emerging culture of care." Thesis, 2006. http://hdl.handle.net/2152/3410.
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Simmons, Juanita Marie. "How African American parents select and evaluate charter school services for their fourth and fifth grade sons." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3088567.
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Hansel, Janice Marie 1949. "A case study of the institutional elements of a university sponsored charter school: urban school reform in an age of accountability." Thesis, 2007. http://hdl.handle.net/2152/3239.
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The purpose of this study is to document and analyze patterns of institutional constraints and supports that emerge when an urban elementary school, sponsored by a local university, is conceived and created in a high-stakes accountability environment. The study considers the regulative, normative, and cultural-cognitive pressures placed upon the school in its early years. In its mission to provide a model of exemplary education to a minority population, it is influenced by institutions of governance, traditional schooling, the local community, the university, and others. The author documents the social and political context of the school's creation, in addition to the institutional pressures related to the school's regulatory environment, normative outlook, and cultural-cognitive beliefs and assumptions. This study uses New Institutional Theory as a framework for analyzing data from interviews, documents, and observations. The study is both a theoretical effort to demonstrate the value of New Institutional Theory in education research and a case study which attempts to answer the question: In what ways is the elementary school constrained or enabled by the institutional nature of its creation and on-going effort to be a demonstration site for best practices for elementary level education in an urban setting? This study provides a review of literature regarding New Institutional Theory and the many issues surrounding the current accountability movement. It also suggests avenues of research, including research for education policy development that may usefully address the needs of urban education today. The author aims to provide a case study that is rich enough in detail to provoke discussion of the challenges inherent in the creation of this new educational model, the university sponsored charter school in an urban environment. The author also wishes to draw a theoretical connection between the New Institutional Theory and the dynamics of teacher practice in today's political climate. The case study exemplifies the difficulty of policy implementation when the policy is not designed inclusively. Policymakers need to be sensitive to a diversity of viewpoints and sub-cultures actively operating in the environment in order to develop policy that will build local capacity for increased learning and school improvement.text
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Williams, Amy Rachel. "Special populations and rational decision making in Texas urban charter schools." 2013. http://hdl.handle.net/2152/20869.
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In an era of rapid charter school growth, this study sought to examine rational decision making for special populations in Texas urban charter schools. To investigate differences among charters, I categorized the schools into three groups: network corporate charters, community corporate charters, and intergovernmental charters. Quantitative analysis, including the use of ANOVAs and Tukeys, helped identify differences in expenditures among the three charter groups. Intergovernmental charters focused their spending on teachers and student programs, including programs for students with disabilities and ESL and bilingual programs. Community corporate charters spent less in most categories, except, in the majority of years, for social work, food services, cocurricular activities, and data processing. Network charters channeled their funding into areas such as school leadership, facilities, security and monitoring, and accelerated education. I then used qualitative analysis to understand how charter school administrators decide to spend their money in a way that is most cost-effective for their operations relative to their student populations. I completed 20 interviews with charter school administrators in four Texas cities. Administrators in charters were aware of the competitive accountability and fiscal environment in which they were running their schools. This resulted in cost-effective rational decision making. Charter administrators were also under significant financial stress and did not believe that their schools were adequately funded, though some charters still sought to make a profit or increase their net assets. To make up the difference in funding, some charters have relied on grants and donations from other corporations. Administrators also discussed special populations of students, such as ESL/bilingual students and students with disabilities.text
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Dochen, Kathryn Janene. "The University of Texas Elementary School : designing an alumni tracking system." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5510.
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The University of Texas Elementary School (UTES) is a charter school operated by The University of Texas at Austin that practices innovative research-based teaching methods. The school is in need of a system to track the educational achievements of its alumni and compare them to peers to determine the effects of attending UTES. This report provides an overview of existing studies on school effects and research design methods, offers advice and insight from other charter school administrators who have alumni-tracking experience, recommends data to collect, and outlines a plan of action including the necessary steps to gather such information.text
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Hooper, Susanna Ruth Vernon Sally W. "An ecologic comparison study of the impact of economic disadvantage on Texas Assessment of Knowledge and Skills performance, graduation rates, and readiness for higher education for students attending public and charter schools in Texas from 2004 to 2006." 2007. http://proquest.umi.com/pqdweb?did=1299824381&sid=4&Fmt=2&clientId=68716&RQT=309&VName=PQD.
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"SB 4: Texas charter schools and the politics of competence." Thesis, 2009. http://hdl.handle.net/1911/61786.
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The dissertation is a qualitative inquiry into the vexed state of public education reform in the contemporary United States. It focuses on the introduction of charter schools as reform instruments, the emergence of a widely-celebrated chain of college preparatory charters, and internal conflicts within the Texas charter school community that were enacted in 2007 with a proposed piece of charter school reform legislation, Senate Bill 4. Drawing on interviews with administrators, observations of schools and association meetings, analysis of media and policy documents and public testimony from the Texas legislature, it describes contemporary cultural anxieties about the competencies of present and future citizens. The dissertation is structured in the form of four observational essays. The method involved in the writing is to enter into dialogue with the cultural discourses preceding, produced by, or trailing along in the wake of the public debate over SB 4. It works to tease out the implications and interconnections gathered in the field, including representations produced for other, more straightforwardly informative purposes, in order to provoke new ways of thinking about them. The first essay is based on interview-based research I conducted with school administrators in San Antonio. It begins with an assessment of a similar study of public school reform conducted by anthropologists in North Carolina that is more straightforwardly informed by critical theory and an oppositional moral stance to neoliberalism and offers in the place of critique a more humble account of my own fieldwork in San Antonio that was not motivated by clear cut moral certainties. The second is based on media representations of charter schools, educational assessments, and the widely-celebrated and discussed KIPP network of schools and seeks to situate the debate over SB 4 within a broader national context of public debate on the problem of education reform. The third essay continues to probe the sources of KIPP's broad popular appeal through observations of daily activities of one of its middle school campuses. The final essay returns to the public testimony on SB 4 to problematize what appear to be simple solutions to immensely complicated problems.
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Shields, Rana. "Texas charter schools and students with disabilities: parental perceptions of the phenomenon." Thesis, 2005. http://hdl.handle.net/2152/1723.
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Shields, Rana Turner Keith D. "Texas charter schools and students with disabilities parental perceptions of the phenomenon /." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1723/shieldsr41962.pdf.
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