3/18/2023 0 Comments The bigger picture analysis![]() The NLSD combines a wide variety of school and district data sources, including test-score data from the Stanford Education Data Archive, high-school graduation data from the federal Common Core of Data, and demographic data from the Common Core of Data and the U.S. These data come from the National Longitudinal School Database, or NLSD, which we created at REACH, the National Center for Research on Education Access and Choice. (The number of districts in each group is smaller for the sample we use to study graduation rates.) The remaining, no-charter districts serve as a potential comparison group. Sixty-one percent of these districts have 10 percent or more charter enrollment, and 39 percent of these districts have 20 percent or more charter enrollment. During this period, 608 of the nation’s approximately 12,000 districts had at least one charter school. We included essentially all school districts in the United States during the years 1995–2016. In short, we aim to provide a bigger picture of charter school effects. ![]() And, instead of focusing on test scores alone, we consider both scores and high-school graduation rates. Instead of focusing on particular cities or states, we take a national look. Instead of focusing on one particular mechanism-participant or competitive effects-we try to estimate the net effect of almost all the potential mechanisms. Prior research therefore gives us only a partial picture. ![]() More generally, we are not aware of any studies that capture the net or systemwide effects of charter schools including all of these mechanisms. We know little, however, about the effect of charter schools on the closure of other schools. However, a growing body of research suggests that if the schools that close are among the lowest performing, then students benefit academically because they end up in better schools. The loss of students can make the traditional public schools less viable, financially and academically. Charter schools draw enrollment from traditional public schools. The competitive effects documented in past research, too, are typically small and positive.Īnother potential effect of competition is that traditional public schools might be forced to close. Sometimes called “competitive effects,” these influences actually reflect a range of ways in which nearby traditional public schools might respond to charter schools. Other studies have examined the effects of charter schools on nearby traditional public schools. The results have also generally improved over time, perhaps because charter schools and their partners have had more time to learn from experience.īut charter schools could have broader effects on schooling systems as a whole. These “participant effects” are, on average, small and positive for test scores-more positive in urban areas and in schools using a “No Excuses” approach to instruction and discipline. Most prior research has focused on how well charter schools serve the students who attend them. We have learned a great deal from the charter-school experience. An entire sector of publicly funded, privately run schools has emerged from scratch that now rivals private schools in its size and scope. This represents one of the most dramatic shifts in the structure of U.S. In a growing number of cities, this number is well above 40 percent. Charter schools now represent 7 percent of national school enrollment.
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