Charter School Operations and Performance: Evidence from California

Zimmer, Ron; Buddin, Richard; Chau, Derrick; Daley, Glenn A.; Gill, Brian; Guarino, Cassandra M.; Hamilton, Laura S.; Krop, Cathy; McCaffrey, Dan; Sandler, Melinda; Brewer, Dominic J.

doi:10.1037/e527072012-001

Cited by 42 publications

(73 citation statements)

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“…In the United States, legislation has spurred the growth of privately managed, publicly funded charter schools. The incipient evidence suggests that charter schools in California, Michigan, and Texas produce achievement that is similar to that of public schools (Bettinger, 1999;Hanushek, Kain, & Rivkin, 2002;Zimmer et al, 2003). 24 Third, current research does not specify exactly why private schools might produce better outcomes than public schools.…”

Section: External Validitymentioning

confidence: 96%

“…In particular, the recent studies on California (Zimmer et al, 2003) and Texas used exceptionally rich panel data on individual students. Using fixed effects models, therefore, they were able to control for student characteristics that affect achievement-both observed and unobserved-that are constant across time or have a constant time-trend.…”

Section: P J Mcewanmentioning

confidence: 99%

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The Potential Impact of Vouchers

McEwan¹

2004

Peabody Journal of Education

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This article provides an updated review of recent empirical research on the potential impact of private school vouchers. It addresses 3 questions: (a) do students that use vouchers to attend a private school obtain better outcomes than would be obtained in a public school? (b) Do vouchers encourage student sorting and how does sorting affect student outcomes? (c) Does the offer of vouchers promote competition, improving outcomes of students who remain in public schools? Conclusions are that African American students who are offered vouchers experience small achievement gains. The results are highly sensitive to analytical assumptions and are not evident for other racial or ethnic groups. The evidence further indicates that large-scale voucher plans encourage sorting that could lower the achievement of public school students. There is no compelling evidence that such losses are outweighed by competitive gains in public schools. The conclusions on sorting and competition are most applicable to unrestricted choice plans in which flat-rate vouchers are offered to a large number of students with few eligibility restrictions. Some emerging evidence indicates that alternate approaches to policy design could yield more promising results.Vouchers are tuition coupons that parents can redeem at schools of choice. They are rarely used in the United States, with publicly funded 57

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Section: External Validitymentioning

confidence: 96%

Section: P J Mcewanmentioning

confidence: 99%

The Potential Impact of Vouchers

McEwan¹

2004

Peabody Journal of Education

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“…Zimmer et al (2003) surveyed charter and regular school principals in California about their control over the curriculum, budget, staffing decisions, student assessment, and disciplinary policies. The results indicated that charter schools had greater autonomy than regular schools in all areas.…”

Section: Objective: Increase School Autonomymentioning

confidence: 99%

From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools

Barghaus¹,

Boe²

2011

American Journal of Education

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“…This student fixed-effects approach allows each student to serve as his or her own control, thereby factoring out characteristics of students that may affect student achievement results (as long as those characteristics do not vary over time) and permitting stronger causal inferences about the effects of school management changes. This approach is often used by researchers to control for selection bias (see Wooldridge, 2001), and it has been used specifically in studies of charter schools (see Booker et al, forthcoming;Bifulco and Ladd, 2006;Sass, 2006;Zimmer and Buddin, 2006;Hanushek et al, 2005;and Zimmer et al, 2003).…”

Section: Analytic Approachmentioning

confidence: 99%

State Takeover, School Restructuring, Private Management, and Student Achievement in Philadelphia

Gill¹,

Zimmer²,

Christman³

et al. 2007

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PrefaceFrustrated by a history of low student achievement and financial crises, the state of Pennsylvania took charge of the Philadelphia public schools in 2002. Within months of the takeover, a newly created School Reform Commission had launched the nation's largest experiment in the private management of public schools. The commission, which replaced the local school board, turned over 45 elementary and middle schools to seven private for-profit and nonprofit managers. In addition, the school district, under a new CEO, implemented wide-ranging and ambitious reforms in district-managed schools. This monograph examines student achievement outcomes for the district as a whole and for privately managed and district-managed "restructured" schools during the first four years after the takeover (through spring 2006).

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Charter School Operations and Performance: Evidence from California

Cited by 42 publications

References 0 publications

The Potential Impact of Vouchers

The Potential Impact of Vouchers

From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools

State Takeover, School Restructuring, Private Management, and Student Achievement in Philadelphia

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