Considering Legal Identity as a Critical Variable of Interest in Charter Schools Research

Rhim, Lauren Morando; Ahearn, Eileen M.; Lange, Cheryl M.

doi:10.1300/j467v01n03_11

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…Critics of charter schools point to enrollment practices that can lead to "counseling out", "cream-skimming" or "cropping" of students from charter schools. This is a process in which charters schools, acknowledging that they may face consequences of market demand, attempt to cull the highest performing students, and pressure currently enrolled low-performing students, or students with Individualized Education Plan needs, to enroll in a different school [14,36]. Several empirical research studies measure the level of "creamskimming" and "cropping" in which charter schools may engage [13,14,37].…”

Section: Literature Reviewmentioning

confidence: 99%

Student Mobility between Charter and Traditional Public School Sectors: Assessing Enrollment Patterns among Major Charter Management Organizations in Texas

2022

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Student enrollment and transfer patterns between the traditional public and charter school sectors help shape the role of charter schools in the broader educational ecosystem, especially as related to the enrollment and segregation of low-income students, English learners, students of color, and students in special education. We examine patterns of student transfer between traditional public schools and charter schools among four of Texas’s largest charter networks, which cumulatively make up over one-third of Texas charter students. We find that these schools serve fewer special education students than traditional public schools, but a greater share of low-income and English learners. Transfers between sectors contribute to enrollment gaps in special education and other classifications, but the findings do not apply uniformly across charter districts, student enrollment classifications, or grade levels. These findings highlight nuanced enrollment patterns between the charter sector and traditional public schools, suggesting that differences in student characteristics between sectors likely stem from a range of sources. Policymakers should acknowledge this nuance, consider alternatives to blanket enrollment regulation policies, and conduct similar analyses of enrollment patterns among charter districts.

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Section: Literature Reviewmentioning

confidence: 99%

Student Mobility between Charter and Traditional Public School Sectors: Assessing Enrollment Patterns among Major Charter Management Organizations in Texas

2022

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“…Advocates of school voucher programs and charter schools view competition and the threat of termination as key to establishing parental control (Garcia, 2008), thereby facilitating the meeting of parental (and student) needs (Rhim, Ahearn, & Lange, 2006; Wells, Slayton, & Scott, 2002). Thus, competition will produce schools in which parents can more effectively execute the role of principal.…”

Section: The Market-based Approach: Accountability Through Competitiomentioning

confidence: 99%

Two Models of Teacher Accountability: Toward an Explanation for the Disappointing Results of Some Market-Based School Reforms

O'Connell

Yusuf

2015

Administration & Society

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Accountability is a pivotal concern of applied social science. This paper asserts that in many situations a full explanation of the sources of accountability requires the application of concepts from sociology and management science, in addition to those from the market-based approaches inspired by economics. The paper describes the market-based approach to accountability exemplified by agency theory, applies it to school reform and derives several predictions about the likely success of market-based approaches to school reform, and documents the lack of evidence supporting the contention that programs for school choice will markedly improve teacher work effort and performance (as measured by student test scores). The social actor approach, rooted in sociological and management theories, is introduced and used to describe the pressures and norms operating in the public schools that foster accountability even in the absence of competition between schools for students. The paper concludes with some implications for practice and research on public sector accountability.

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“…In 1991, Minnesota was the first state to authorize charter schools. Since then, a total of 40 states and the District of Columbia have authorized charter schools (Rhim, Ahearn, & Lange, 2007). The U.S. Department of Education Web site (answers.ed.gov) defines charter schools as follows:…”

Section: Charter Schools In the United Statesmentioning

confidence: 99%

“…As a reaction to this report, government leaders and the field of education moved toward standardizing the assessment of academic achievement. Standardized testing gained momentum, eventually evolving into No Child Left Behind (Hursh, 2007; Rhim et al, 2007). Along with a focused emphasis on outcome measures ensuring “educational accountability,” policy makers also looked to market-based strategies such as school vouchers, tuition tax credits, and charter schools (Hannaway & Woodroffe, 2003; Hursh, 2007; Lubienski, 2003; Renzulli & Roscigno, 2005; Rhim et al, 2007).…”

Section: Charter Schools In the United Statesmentioning

confidence: 99%

“…Standardized testing gained momentum, eventually evolving into No Child Left Behind (Hursh, 2007; Rhim et al, 2007). Along with a focused emphasis on outcome measures ensuring “educational accountability,” policy makers also looked to market-based strategies such as school vouchers, tuition tax credits, and charter schools (Hannaway & Woodroffe, 2003; Hursh, 2007; Lubienski, 2003; Renzulli & Roscigno, 2005; Rhim et al, 2007). Neoconservative reasoning held that if schools were allowed to compete by being freed from the bureaucracy and rules of typical schools, market forces would drive innovation and efficiency, resulting in increased academic achievement (Estes, 2000; Lubienski, 2003, 2006; Rhim & McLaughlin, 2001; Stambach & Becker, 2006; Turnbull, Stowe, & Huerta, 2007).…”

Section: Charter Schools In the United Statesmentioning

confidence: 99%

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A Case Study Comparison of Charter and Traditional Schools in New Orleans Recovery School District

Wolf

2010

Remedial and Special Education

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In post-Katrina New Orleans, Louisiana, there is a growing concentration of charter schools. The Recovery School District (RSD) has oversight of the majority of these schools. To explore charges from community advocates that RSD charter schools restricted admission and provided inadequate services for students with disabilities, the following questions were asked: Were students with disabilities admitted equally to charter and traditional schools in New Orleans? and How were the services for students with disabilities the same or different in charter and traditional schools? A case study research design that included both traditional and charter RSD schools was used. Data were gathered through examination of relevant reports from school entities and popular media. Additional data were gathered through interviews with district personnel and traditional school, charter school, and community disabilities advocates. Analysis of resultant themes indicated evidence of selective practices as well as differences in education provision for students with disabilities.

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Considering Legal Identity as a Critical Variable of Interest in Charter Schools Research

Cited by 6 publications

References 4 publications

Student Mobility between Charter and Traditional Public School Sectors: Assessing Enrollment Patterns among Major Charter Management Organizations in Texas

Student Mobility between Charter and Traditional Public School Sectors: Assessing Enrollment Patterns among Major Charter Management Organizations in Texas

Two Models of Teacher Accountability: Toward an Explanation for the Disappointing Results of Some Market-Based School Reforms

A Case Study Comparison of Charter and Traditional Schools in New Orleans Recovery School District

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