Journal articles: 'Traditional public schools'

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Preston, Courtney, Ellen Goldring, Mark Berends, and Marisa Cannata. "School innovation in district context: Comparing traditional public schools and charter schools." Economics of Education Review 31, no. 2 (April 2012): 318–30. http://dx.doi.org/10.1016/j.econedurev.2011.07.016.

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Ertas, Nevbahar. "Charter Schools and Student Compositions of Traditional Public Schools." SAGE Open 3, no. 2 (April 15, 2013): 215824401349420. http://dx.doi.org/10.1177/2158244013494207.

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Davis, Tomeka M. "Charter School Competition, Organization, and Achievement in Traditional Public Schools." education policy analysis archives 21 (December 8, 2013): 88. http://dx.doi.org/10.14507/epaa.v21n88.2013.

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Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce significant change among public schools. Using data from the Early Childhood Longitudinal Study – Kindergarten Class, I attempt to identify potential mechanisms linking charter competition to achievement in traditional public schools. The results provide little support for the market model. Competition from charter schools is not associated with reading or math scores, and is only associated with three of ten organizational measures. There is some support for an indirect relationship between math achievement and competition through reductions in teacher absenteeism, but these results fall short of meeting conventional thresholds for statistical significance.

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Sass, Tim R. "Charter Schools and Student Achievement in Florida." Education Finance and Policy 1, no. 1 (March 2006): 91–122. http://dx.doi.org/10.1162/edfp.2006.1.1.91.

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I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.

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Ni, Yongmei. "The Sorting Effect of Charter Schools on Student Composition in Traditional Public Schools." Educational Policy 26, no. 2 (December 31, 2010): 215–42. http://dx.doi.org/10.1177/0895904810386598.

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This article investigates how Michigan’s charter school policy influences the composition of students by race and socioeconomic status in urban traditional public schools. Using 2 years of student-level data in Michigan’s urban elementary and middle schools, the dynamic student transfers between charter schools and TPSs are analyzed through a series of hierarchical generalized linear models. The two-way transfer analysis shows that the student sorting under the charter school program tends to intensify the isolation of disadvantaged students in less effective urban schools serving a high concentration of similarly disadvantaged students. The findings imply that a challenge for the state policy makers is to help disadvantaged students who are left behind in the most disadvantaged schools, without significantly reducing the benefits to students who take advantage of school choice.

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Mooring, Raymond D. "Charter Schools and Mathematics Achievement in the State of Georgia." Journal of Studies in Education 7, no. 1 (February 8, 2017): 96. http://dx.doi.org/10.5296/jse.v7i1.10641.

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This study uses hierarchical linear modeling (HLM) and factorial analysis of covariance (ANCOVA) to investigate the relationship between a school’s charter status and Math achievement. After accounting for school gender and ethnicity effects, charter school status is associated with Math achievement. Specifically, the initial status of Math achievement varies depending on ethnicity and gender, but the growth rate does not. Furthermore, district characteristics help to explain the charter school effect on Math achievement. Charter schools outperform traditional public schools when they receive an average amount of instructional funds. To this end, the charter gap in Math achievement decreases over time in districts that spend on instruction and have a substantial amount of minorities. When compared to traditional public schools with similar characteristics, charter schools with high percentages of Black students and/or low percentages of females outperformed their matched traditional public school counterparts.

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Kelly, Andrew P., and Tom Loveless. "Comparing New School Effects in Charter and Traditional Public Schools." American Journal of Education 118, no. 4 (August 2012): 427–53. http://dx.doi.org/10.1086/666370.

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Kelley, Jamey, and Steven M. Demorest. "Music Programs in Charter and Traditional Schools." Journal of Research in Music Education 64, no. 1 (February 19, 2016): 88–107. http://dx.doi.org/10.1177/0022429416630282.

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Since the arrival of the first charter school in Minnesota in 1991, charter schools have become one of the largest movements in educational reform. In recent years, research has emerged that has compared the effectiveness of charter schools with their traditional school counterparts. The purpose of this study was to compare the extent of music offerings between charter schools and traditional public schools in the same urban district and geographic location within the city. Results indicated that while all schools in the sample offered significantly less music than national averages, significantly more charter schools offered music during the school day. Charter schools were more likely to offer traditional music (band, choir, orchestra) as electives. Schools with music programs, regardless of school type, had higher test scores and higher attendance rates even when controlling for differences in socioeconomic status between music and non music schools. Results are discussed in terms of their implications for the charter school movement, arts education policy, and suggestions for future research.

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Hamlin, Daniel. "Are Charter Schools Safer in Deindustrialized Cities With High Rates of Crime? Testing Hypotheses in Detroit." American Educational Research Journal 54, no. 4 (May 23, 2017): 725–56. http://dx.doi.org/10.3102/0002831217705060.

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Families in deindustrialized cities with high crime rates report prioritizing school safety when opting for charter schools. Yet, very little research has investigated whether charter schools are safer than traditional public schools. This study compares charter and traditional public schools in Detroit, Michigan, on perceived school safety by linking student surveys to data on school, neighborhood, and parent-related characteristics. Charter schools exhibited higher perceived school safety than traditional public schools. However, controls for student commute distance and parental involvement largely diminished this difference. Neighborhood charter schools were an exception, maintaining higher perceived school safety net of controls. Overall results suggest that differences in perceived school safety between schools become less prominent after the attributes of school choosers are considered.

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Arsen, David D., and Yongmei Ni. "Is Administration Leaner in Charter Schools? Resource Allocation in Charter and Traditional Public Schools." education policy analysis archives 20 (October 7, 2012): 31. http://dx.doi.org/10.14507/epaa.v20n31.2012.

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There is widespread concern that administration consumes too much of the educational dollar in traditional public schools, diverting needed resources from classroom instruction and hampering efforts to improve student outcomes. By contrast, charter schools are predicted to have leaner administration and allocate resources more intensively to instruction. This study analyzes resource allocation in charter and district schools in Michigan, where charter and tradition public schools receive approximately the same operational funding. Controlling for factors that could affect resource allocation patterns between school types, we find that charter schools on average spend $774 more per pupil per year on administration and $1141 less on instruction than traditional 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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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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Berends, Mark, and R. Joseph Waddington. "School Choice in Indianapolis: Effects of Charter, Magnet, Private, and Traditional Public Schools." Education Finance and Policy 13, no. 2 (March 2018): 227–55. http://dx.doi.org/10.1162/edfp_a_00225.

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School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools). One area researchers have not examined is the effects of different school types within the same urban region. We fill this gap by analyzing longitudinal data for students (grades 3–8) in Indianapolis, using student fixed effects models to estimate the impacts of students switching from a traditional public school to a charter, magnet, Catholic, or other private school. We find that students experience no differences in their achievement gains after transferring from a traditional public school to a charter school. However, students switching to magnet schools experience modest annual losses of −0.09 standard deviation (SD) in mathematics and −0.11 SD in English Language Arts. Students switching to Catholic schools also experience annual losses of −0.18 SD in mathematics. These findings are robust to a series of alternative model specifications. Additionally, we find some variability in the mean school type impacts by students’ race/ethnicity, English language learner status, and number of years enrolled in a choice school. We discuss our results in the context of the variability of choice school effects across an entire urban area, something future research needs to examine.

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Kearns, Caitlin, Douglas Lee Lauen, and Bruce Fuller. "Competing With Charter Schools: Selection, Retention, and Achievement in Los Angeles Pilot Schools." Evaluation Review 44, no. 2-3 (April 2020): 111–44. http://dx.doi.org/10.1177/0193841x20946221.

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Charter schools place competitive pressure on school districts to retain students and public funding. Many districts also have moved to decentralize control of budgets and teacher hiring down to school principals, independent of competitive pressures. But almost no evaluation evidence gauges the effectiveness of charter-like schools, relative to traditional public schools. We find that autonomous pilot schools in Los Angeles enroll more low-income and Spanish-speaking students, compared with traditional schools. Pilot pupils are significantly less likely to exit the school district. But pilot pupils displayed lower test scores in mathematics and fell slightly below traditional students in English-language arts, taking into account prior performance and their propensity to enter pilot schools. We tracked 6,732 students entering pilot high schools between 2008 and 2012, statistically matched in multiple ways with traditional peers from identical sending middle schools. We discuss the advantages of our evaluation strategy and the implications of our findings for education leaders and policy makers.

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Wei, Xin, Deepa Patel, and Viki M. Young. "Opening the “black box”: Organizational differences between charter schools and traditional public schools." Education Policy Analysis Archives 22 (January 18, 2014): 3. http://dx.doi.org/10.14507/epaa.v22n3.2014.

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Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers reported a more supportive teaching environment, higher expectations of students among staff, a greater sense of responsibility for student learning, and higher levels of student engagement in learning. However, they reported, attending fewer professional development trainings focused on instruction and aligned to teaching assignments, fewer opportunities for professional development and collaboration with colleagues, and lower perceived fairness of teacher evaluation. Findings from this study provide valuable insight into the school organization factors that may underlie teacher turnover and represent unmet needs among charter school teachers, and suggest strategic areas of focus for policymakers, charter management organizations, and charter school leaders in addressing teacher retention and student achievement.

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Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *." Quarterly Journal of Economics 129, no. 3 (August 1, 2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.

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Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.

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Lincove, Jane A., Joshua M. Cowen, and Jason P. Imbrogno. "What's in Your Portfolio? How Parents Rank Traditional Public, Private, and Charter Schools in Post-Katrina New Orleans’ Citywide System of School Choice." Education Finance and Policy 13, no. 2 (March 2018): 194–226. http://dx.doi.org/10.1162/edfp_a_00222.

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We examine the characteristics of schools preferred by parents in New Orleans, Louisiana, where a “portfolio” of school choices is available. This tests the conditions under which school choice induces healthy competition between public and private schools through the threat of student exit. Using unique data from parent applications to as many as eight different schools (including traditional public, charter, and private schools), we find that many parents include a mix of public and private schools among their preferences, often ranking public schools alongside or even above private schools on a unified application. Parents who list both public and private schools show a preference for the private sector, all else equal, and are willing to accept lower school performance scores for private schools than otherwise equivalent public options. These parents reveal a stronger preference for academic outcomes than other parents and place less value on other school characteristics such as sports, arts, or extended hours. Public schools are more likely to be ranked with private schools and to be ranked higher as their academic performance scores increase.

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Knight, David S., and Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools." education policy analysis archives 28 (March 30, 2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.

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U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.

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Roch, Christine H., and David W. Pitts. "Differing Effects of Representative Bureaucracy in Charter Schools and Traditional Public Schools." American Review of Public Administration 42, no. 3 (May 2, 2011): 282–302. http://dx.doi.org/10.1177/0275074011400404.

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Bohte, John. "Examining the Impact of Charter Schools on Performance in Traditional Public Schools." Policy Studies Journal 32, no. 4 (November 2004): 501–20. http://dx.doi.org/10.1111/j.1541-0072.2004.00078.x.

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Flaker, Anne. "School management and efficiency: An assessment of charter vs. traditional public schools." International Journal of Educational Development 39 (November 2014): 225–36. http://dx.doi.org/10.1016/j.ijedudev.2014.07.001.

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Bifulco, Robert, and Helen F. Ladd. "The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina." Education Finance and Policy 1, no. 1 (March 2006): 50–90. http://dx.doi.org/10.1162/edfp.2006.1.1.50.

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

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Clarke, Frederick C., and Walter L. Burt. "A Study of the Effects of Charter Schools on Student Achievement, Attendance, and Selected Mitigating Factors in a Midwestern State’s Midsize Urban School Districts." Education and Urban Society 51, no. 9 (July 10, 2018): 1265–90. http://dx.doi.org/10.1177/0013124518785015.

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Charter schools in urban environments have been scrutinized for their effectiveness. This study attempted to determine whether students attending Midwestern urban charter schools outperformed students in traditional schools on the state’s accountability system over a 5-year time period. Using a quasi-experimental research design, data were collected from 31 Midwestern urban school districts, along with data from 88 adjacent contiguous charter schools during the 2008 to 2012 school years. Findings in this study suggest that students who transferred from traditional public schools to charter schools did not outperform academically as their corresponding counterparts in mathematics and reading, and had lower attendance rates, over the first three consecutive years of their attendance. In the succeeding 2 years, however, charter school students outperformed traditional students in both reading and mathematics, and had greater attendance rates, than students attending traditional public schools. The study also found that a student’s ethnic and socioeconomic background had a significant influence on student outcome measures.

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Paino, Maria, Rebecca L. Boylan, and Linda A. Renzulli. "The Closing Door." Sociological Perspectives 60, no. 4 (October 26, 2016): 747–67. http://dx.doi.org/10.1177/0731121416674948.

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Charter schools are promoted by policy makers and advocates as a way to reduce educational inequality. Charter schools tend to enroll higher proportions of black students than do traditional public schools. However, the accountability function of charter schools means that these schools are also more likely to close than traditional public schools. A high incidence of closure can lead to educational instability with students moving in and out of charter schools and traditional schools. We use critical race theory to build on prior work, examining the factors that may promote or constrain charter school closure. Specifically, we ask, how do the racial demographics of a charter school affect its likelihood of closure? Our findings reveal that as the proportion of black students in a charter school increases, so too does its likelihood of closings. Our work suggests that the promotion of charter schools as avenues of racial equity may be misleading.

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Ladd, Helen F., Charles T. Clotfelter, and John B. Holbein. "The Growing Segmentation of the Charter School Sector in North Carolina." Education Finance and Policy 12, no. 4 (October 2017): 536–63. http://dx.doi.org/10.1162/edfp_a_00226.

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

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Foster, Anne. "Time for détente between Charter and Traditional Public Schools." Phi Delta Kappan 95, no. 5 (February 2014): 18–22. http://dx.doi.org/10.1177/003172171409500505.

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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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Beese, Jane, and Jennifer Martin. "Misrepresenting Brown: Are Ohio Schools Lost in the Free Market? General Implications for Urban Education." Urban Education 55, no. 8-9 (October 21, 2016): 1203–23. http://dx.doi.org/10.1177/0042085916666929.

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The privatization of public funds for education through school choice programs has fueled the expansion of virtual online charter schools. This redirection of funds contributes to the idea that virtual school success is comparable or even superior to the performance of traditional public schools. The schools most adversely affected are the schools with the highest need, those serving children living in poverty and already underserved minority student populations: urban public schools. The purpose of this article is to investigate the performance of virtual schools and the redistribution of public monies from public to online community schools in Ohio.

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Cannata, Marisa. "Teacher community in elementary charter schools." education policy analysis archives 15 (May 15, 2007): 11. http://dx.doi.org/10.14507/epaa.v15n11.2007.

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The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

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Phelan, Steven E., Ane T. Johnson, and Thorsten Semrau. "Entrepreneurial orientation in public schools: The view from new jersey." New England Journal of Entrepreneurship 16, no. 1 (March 1, 2013): 19–30. http://dx.doi.org/10.1108/neje-16-01-2013-b002.

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We utilize a sample of New Jersey schools to explore the relationship between entrepreneurial orientation (EO) and school performance. The results indicate a significant relationship between several dimensions of EO and performance after controlling for a number of relevant variables. Charter schools were found to have higher EO than traditional schools. The implications of these findings for education and entrepreneurship research are discussed.

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Cobb, Casey D., and Gene V. Glass. "Ethnic Segregation in Arizona Charter Schools." education policy analysis archives 7 (January 14, 1999): 1. http://dx.doi.org/10.14507/epaa.v7n1.1999.

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Among the criticisms of charter schools is their potential to further stratify schools along ethnic and class lines. This study addressed whether Arizona charter schools are more ethnically segregated than traditional public schools. In 1996-97, Arizona had nearly one in four of all charter schools in the United States. The analysis involved a series of comparisons between the ethnic compositions of adjacent charter and public schools in Arizona's most populated region and its rural towns. This methodology differed from the approach of many evaluations of charter schools and ethnic stratification in that it incorporated the use of geographic maps to compare schools' ethnic make-ups. The ethnic compositions of 55 urban and 57 rural charter schools were inspected relative to their traditional public school neighbors.

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Linick, Matthew, and Christopher Lubienski. "How Charter Schools Do, and Don't, Inspire Change in Traditional Public School Districts." Childhood Education 89, no. 2 (February 19, 2013): 99–104. http://dx.doi.org/10.1080/00094056.2013.774203.

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Zimmer, Ron, and Richard Buddin. "Is Charter School Competition in California Improving the Performance of Traditional Public Schools?" Public Administration Review 69, no. 5 (September 2009): 831–45. http://dx.doi.org/10.1111/j.1540-6210.2009.02033.x.

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Brown, Katie E., and Aimy S. L. Steele. "Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index." Journal of Montessori Research 1, no. 1 (November 14, 2015): 14. http://dx.doi.org/10.17161/jomr.v1i1.4941.

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<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>

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Rodrigues, Bruno, and Cesar Zucco. "A direct comparison of the performance of public-private partnerships with that of traditional contracting." Revista de Administração Pública 52, no. 6 (December 2018): 1237–57. http://dx.doi.org/10.1590/0034-761220170313.

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Abstract This paper assesses the city of Belo Horizonte’s experience building school infrastructure through public-private partnerships (PPPs). Between 2009 and 2015, Belo Horizonte built very similar schools using both PPPs and traditional public contracting (TPC). As the choice of mode of contracting was unrelated to our outcomes of interest, the experience constitutes a quasi-experiment that allows for a simple and direct comparison of PPPs to TPC. We examine construction- and operation-phase outcomes measured using administrative data and a survey of school administrators. We find that schools constructed under the PPP contracting model outperformed those built using TPCs in most outcomes.

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Schneider, Mark, and Jack Buckley. "Making the Grade: Comparing DC Charter Schools to Other DC Public Schools." Educational Evaluation and Policy Analysis 25, no. 2 (June 2003): 203–15. http://dx.doi.org/10.3102/01623737025002203.

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Across the United States, charter schools have become one of the most frequently used means of increasing choice among educational alternatives. In this article we use data from a recent telephone survey of Washington D.C. parents to evaluate the success of the District’s large and growing charter school program. We find that parents with children in charter schools rate their teachers, principals, facilities and schools higher than their traditional public counterparts. This finding is robust even when controlling for self-selection into charter schools. Based on these empirical results, we argue that the greater satisfaction with charter schools reflected in these differences in grades is not simply the result of the act of choosing.

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Roch, Christine H., and Na Sai. "Charter School Teacher Job Satisfaction." Educational Policy 31, no. 7 (January 10, 2016): 951–91. http://dx.doi.org/10.1177/0895904815625281.

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We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We investigate our research question using data from the School and Staffing Survey. We find that teachers in charter schools are less satisfied with their jobs than teachers in traditional public schools. We also find that teachers in EMO-managed schools appear less satisfied than those in stand-alone charter schools. Our analyses suggest that lower salaries and limited union memberships help drive these lower levels of satisfaction, particularly among stand-alone charter schools and charter schools managed by EMOs.

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Ahern, John F., and Hughes Moir. "Celebrating Traditional Holidays in Public Schools: Books for Basic Values." Social Studies 77, no. 6 (December 1986): 234–39. http://dx.doi.org/10.1080/00377996.1986.9957433.

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Gray, Nathan L., John D. Merrifield, and Kerry A. Adzima. "A private universal voucher program’s effects on traditional public schools." Journal of Economics and Finance 40, no. 2 (December 11, 2014): 319–44. http://dx.doi.org/10.1007/s12197-014-9309-z.

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Erickson, Matthew J., Karen H. Larwin, and Robert S. Isherwood. "Examining A Decade Of Reading And Mathematics Student Achievement Among Primary And Secondary Traditional Public School And Charter School Students: A Meta-Analytic Investigation." Journal of College Teaching & Learning (TLC) 10, no. 4 (September 30, 2013): 213–22. http://dx.doi.org/10.19030/tlc.v10i4.8118.

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The current investigation will synthesize numerous studies conducted across the nation at the elementary, middle and high school levels. Meta-analytic techniques will assist parents and educators in making evidence-based decisions while adding to the research supporting educational reform and promoting best practices in both educational models. This study was specifically designed to consider a number of variables in charter schools relative to traditional public schools, including socioeconomic status, English language learning, school competition, and eligibility for special education that may impact student mathematics and reading achievement. The findings of the current investigation suggest that students in charter school programs are not performing as well as students in traditional public schools on mathematics and reading achievement examinations.

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Cordes, Sarah A. "In Pursuit of the Common Good: The Spillover Effects of Charter Schools on Public School Students in New York City." Education Finance and Policy 13, no. 4 (August 2018): 484–512. http://dx.doi.org/10.1162/edfp_a_00240.

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

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Ladd, Helen F., and John D. Singleton. "The Fiscal Externalities of Charter Schools: Evidence from North Carolina." Education Finance and Policy 15, no. 1 (January 2020): 191–208. http://dx.doi.org/10.1162/edfp_a_00272.

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A significant criticism of the charter school movement is that funding for charter schools diverts money away from traditional public schools. The magnitude of such adverse fiscal externalities depends in part on the nature of state and local funding policies. In this paper, we examine the fiscal effects of charter schools on both urban and nonurban school districts in North Carolina. We base our analysis on detailed balance sheet information for a sample of school districts that experienced substantial charter growth since the statewide cap on charters was raised in 2011. We find a large and negative fiscal impact in excess of $500 per traditional public school pupil in our one urban school district, which translates into an average fiscal cost of about $3,600 for each student enrolled in charter schools. We estimate comparable to somewhat larger fiscal externalities per charter school pupil for two nonurban districts.

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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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Lagana-Riordan, Christine, Jemel P. Aguilar, Cynthia Franklin, Calvin L. Streeter, Johnny S. Kim, Stephen J. Tripodi, and Laura M. Hopson. "At-Risk Students’ Perceptions of Traditional Schools and a Solution-Focused Public Alternative School." Preventing School Failure: Alternative Education for Children and Youth 55, no. 3 (April 21, 2011): 105–14. http://dx.doi.org/10.1080/10459880903472843.

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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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Egalite, Anna J., Jonathan N. Mills, and Patrick J. Wolf. "The Impact of Targeted School Vouchers on Racial Stratification in Louisiana Schools." Education and Urban Society 49, no. 3 (July 27, 2016): 271–96. http://dx.doi.org/10.1177/0013124516643760.

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The question of how school choice programs affect the racial stratification of schools is highly salient in the field of education policy. We use a student-level panel data set to analyze the impacts of the Louisiana Scholarship Program (LSP) on racial stratification in public and private schools. This targeted school voucher program provides funding for low-income, mostly minority students in the lowest-graded public schools to enroll in participating private schools. Our analysis indicates that the vast majority (82%) of LSP transfers have reduced racial stratification in the voucher students’ former public schools. LSP transfers have marginally increased stratification in the participating private schools, however, where just 45% of transfers reduce racial stratification. In those school districts under federal desegregation orders, voucher transfers result in a large reduction in traditional public schools’ racial stratification levels and have no discernible impact on private schools. The results of this analysis provide reliable empirical evidence on whether or not parental choice harms desegregation efforts in Louisiana.

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Egalite, Anna J., and Jonathan N. Mills. "Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana." Education Finance and Policy 16, no. 1 (January 2021): 66–91. http://dx.doi.org/10.1162/edfp_a_00286.

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Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. Although prior studies of this nature have been limited to Florida and Milwaukee, using multiple analytic strategies this paper examines the competitive impacts of the Louisiana Scholarship Program (LSP) to determine its achievement impacts on students in affected public schools. Serving 4,954 students in its first year of statewide expansion, this targeted school voucher program provides public funds for low-income students in low-performing public schools to enroll in participating private schools across the state of Louisiana. Using (1) a school fixed effects approach and (2) a regression discontinuity framework to examine the achievement impacts of the LSP on students in affected public schools, this competitive effects analysis reveals neutral to positive impacts that are small in magnitude. Policy implications are discussed.

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Ni, Yongmei. "The impact of charter schools on the efficiency of traditional public schools: Evidence from Michigan." Economics of Education Review 28, no. 5 (October 2009): 571–84. http://dx.doi.org/10.1016/j.econedurev.2009.01.003.

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Harwood, Pamela. "Spatial and Eeducational Patterns of Innovation for Charter Schools." Open House International 34, no. 1 (March 1, 2009): 55–67. http://dx.doi.org/10.1108/ohi-01-2009-b0007.

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We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.

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Bifulco, Robert, and Randall Reback. "Fiscal Impacts of Charter Schools: Lessons from New York." Education Finance and Policy 9, no. 1 (January 2014): 86–107. http://dx.doi.org/10.1162/edfp_a_00121.

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

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Journal articles on the topic 'Traditional public schools'

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