The performance of charter schools in Wisconsin

Witte, John F.; Weimer, David L.; Shober, Arnold F.; Schlomer, Paul A.

doi:10.1002/pam.20265

Cited by 50 publications

(29 citation statements)

References 15 publications

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“…Although there is some rigorous evidence about the effectiveness of charter schools, the strongest of which is based on randomized lotteries (Abdulkadiroglu et al, 2011;Dobbie & Fryer, 2009;Gleason et al, 2010;Hoxby & Murarka, 2009;McClure et al, 2005), the findings from this research are mixed. Furthermore, only 90 charter schools, or 2 percent of the national total, have been studied through lotteries (Betts & Atkinson, 2012;Witte et al, 2007); and only a small fraction of these 90 charters are high schools.…”

Section: Introductionmentioning

confidence: 99%

Can Small High Schools of Choice Improve Educational Prospects for Disadvantaged Students?

Bloom¹,

Unterman²

2014

J. Pol. Anal. Manage.

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This paper provides rigorous evidence (for 12,130 participants in a series of naturally occurring randomized lotteries) that a large‐scale high school reform initiative (New York City's creation of 100+ small high schools of choice between 2002 and 2008) can markedly and consistently increase high school graduation rates (by 9.5 percentage points overall and for many different student subgroups) for a large population of educationally and economically disadvantaged students of color without increasing annual school operating costs. These findings are directly relevant to current debates by policymakers and practitioners about how to improve the educational prospects of disadvantaged students in the United States.

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Section: Introductionmentioning

confidence: 99%

Can Small High Schools of Choice Improve Educational Prospects for Disadvantaged Students?

Bloom¹,

Unterman²

2014

J. Pol. Anal. Manage.

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“…Numerous studies have revealed the shortcomings of charter schools in their effort to raise student achievement (Bettinger, 1999(Bettinger, , 2005Braun, Jenkins, & Grigg, 2006;CREDO, 2009;Hanushek, Kain, Rivkin, & Branch, 2007;Lin, Gardner, & Vogt, 2005;Lubienski & Lubienski, 2007;Zimmer, Blanc, Gill, & Christman, 2008;Zimmer et al, 2009). Conversely, numerous studies have also revealed charter school success in raising student achievement (Hoxby, Murarka, & Kang, 2009;Ross, McDonald, & Gallagher, 2005;Witte, Weimer, Schlomer, & Shober, 2004;Wolfram, 2008).…”

Section: Authorizer-based Accountabilitymentioning

confidence: 90%

“…(p. 128) Generally, authorizers rely on quantitative measures to assess a charter school because these data are efficient and seemingly objective. The most common and accessible quantitative data comes in the form of standardized tests (Witte et al, 2004). This poses a great challenge for charter school leadership that is charged with maintaining distinction and developing innovation.…”

Section: Authorizer-based Accountabilitymentioning

confidence: 99%

Market-based and Authorizer-based Accountability Demands and the Implications for Charter School Leadership

Blitz

2011

Journal of School Choice

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Charter school research has examined the relationship between charter school mission and issues of school accountability. However, there is a lack of research focusing on how charter school leaders frame and solve problems regarding multiple accountability demands. Given this gap, I investigate the question: How do charter school leaders conceptualize and address both market-based and authorizer-based accountability demands? To address this question, I interviewed 18 charter school leaders and school community members in the state of Wisconsin and utilized thematic analysis to illuminate the consequential components of charter school leadership practice in addressing these accountability demands. Findings indicate a tension between authorizer-based and market-based accountability demands for charter school leadership, and reconciliation of that tension involves multiple approaches, framed in identified themes, according to charter school type and authorizer.

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“…Positive effects are sometimes found to be limited to some grades, some groups of students or some measures and tests. In Wisconsin, for example, students attending a charter school performed better than students in public schools, but only in fourth grade and not clearly in eighth grade (Witte et al, 2007b).…”

mentioning

confidence: 97%

Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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JT03290846 OECD DIRECTORATE FOR EDUCATION OECD Education Working Paper SeriesThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. ABSTRACTIn the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. RÉSUMÉAu cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d'élèves et en encourageant la compétition scolaire à travers des politiques telles que l'abolition des zones scolaires, la création de programmes accessibles à l'aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu'ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d'un débat nuancé et modéré sur les mécanismes de marché dans l'éducation. Ce que mécanismes de marché signifie en pratique dépend fo...

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The performance of charter schools in Wisconsin

Cited by 50 publications

References 15 publications

Can Small High Schools of Choice Improve Educational Prospects for Disadvantaged Students?

Can Small High Schools of Choice Improve Educational Prospects for Disadvantaged Students?

Market-based and Authorizer-based Accountability Demands and the Implications for Charter School Leadership

Markets in Education

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