Download or read book A Comparative Analysis of Student Achievement in Florida Charter and Non charter Public High Schools 2007 2009 written by Shannon R. Sommella and published by . This book was released on 2010 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.

Download or read book A Comparison of Student Achievement in Florida Charter Schools with Not for profit and For profit Management Models written by Maurice S. Kaprow and published by . This book was released on 2018 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Questions are raised by this research regarding the public funding of for-profit or proprietary charter schools if they do not routinely achieve superior results to traditional public schools. Implications for future research both building on this study and investigating other aspects of charter school performance include conducting similar studies on a recurring basis to better evaluate charter school performance, closer study on the role the covariates (minority status, disability status, and English language learner status) has on charter school student achievement, and a comparison of Florida's charter schools with Florida’s traditional public schools.

Download or read book A Study on Charter School Effects on Student Achievement and on Segregation in Florida Public Schools written by Seungbok Choi and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Charter schools have now been in operation for two decades in the U.S., and for 15 years in Florida. Florida took the third place in the U.S. in the number of charter schools operated and the student enrollment in 2010. This study examined the assumed effects of charter school policy on the public school system: charter school effect on student achievement in charter schools and in TPSs, and segregation effects and stratification effects on charter schools and traditional public schools (TPSs). I applied three perspectives to investigate charter school effect on student achievement: School effectiveness theory, Market competition theory, and Social inequality theory. The racial/ethnic segregation effect and the socio-economic stratification effect were examined longitudinally and cross-sectionally. Datasets of primary and secondary public schools and county educational and demographic information covering 1998 to 2010 were obtained from multiple sources: the Common Core of Data from NCES, the Florida School Indicator Report, the Florida Department of Education, Florida Statistics Abstract, and Census Bureau. Hierarchical linear modeling was utilized to explore charter school effect in different organizational levels and hierarchical multivariate linear modeling was used to take into account the closely correlated relationships of the demographic compositions in public schools. The analyses of student achievement in charter schools and traditional schools indicated that charter schools and traditional public schools are significantly different from each other, and that the school characteristics were more influential on the school performances than county characteristics or the year effects, especially in the higher grades. Some charter schools achieved better in some subjects and grades in that they started at the lower scores than TPSs but grew faster during the period of 1998-2010. However, the charter school effectiveness turned out to be insignificant or even negative when control variables were introduced such as educational factors and demographic compositions. Market competition theory could not explain the variations in schools' FCAT scores, while social inequality theory explained them better. The findings of this study did not support the School Effectiveness Theory nor the Market Competition Theory in charter school movement. Instead, Social Inequality Theory was proved to be relevant to understand the differences in public school academic achievement. The analyses of segregation and stratification effects showed that charter schools were more racially and socio-economically segregated, and that they exacerbated the segregation and stratification in traditional public schools. The analyses of the Dissimilarity Index (DI) distribution among charter schools and TPSs revealed that the demographic compositions in charter schools deviate more from the county means than do TPSs during the period of 1998 through 2009. Charter schools had much lower proportion of free/reduced price lunch program students than TPSs in every school level, which was negatively related to the percentage of white students but positively to the percentage of black students. The years of charter school policy adoption in a county have similar effects on both groups: The longer it was since a county introduced charter school policy, the fewer black students and the more white students would enroll in charter schools. Overall, charter schools were likely used as pockets for white flight and self-isolation as well and exacerbated socio-economic stratification in public schools. The analyses of charter school DIs supported the warnings of white flight, self-isolation, and socio-economic stratification (Carnoy, 2000; Frankenberg, Lee, & Orfield, 2003; Rivkin, 1994). Findings of this study suggested that the increasing proportion of black students and free/reduced price lunch program recipients have enrolled in TPSs for all school levels along the years during the period of 1998-2009, but that the percentages of white students in TPSs have decreased year by year even though the rates are small. The analyses implied that charter schools were likely to locate around TPSs that had a higher proportion of a certain demographic group: The higher proportion of a certain demographic groups in a certain area would induce charter schools targeting these groups. Hierarchical multivariate linear models (HMLM) were introduced to detect the relative relationships between demographic groups. The multivariate analyses suggested that middle school charters were likely to locate around the TPSs with more white students and fewer Hispanic students, while elementary charter schools opened more around the TPSs with fewer black students. The location and targeting strategies of charter schools affected also the racial/ethnic distributions in high TPSs, even though the relationship got weaker. The proportions of free/reduced lunch program students in TPSs havd a consistently and significantly negative influence on the proportions of white students and a positive influence on the percentages of black and Hispanic students in TPSs. The academic performances of TPSs were highly and negatively related to the proportion of black students, while the relationship becomes much weaker to the percentage of white students and neutral to that of Hispanic students. The cross-sectional multivariate analyses suggested that charter schools created more racially segregated educational institutes in public education in Florida. The racial/ethnic compositions in TPSs were closely interrelated to the issues of the socio-economic stratification and residential division (Carnoy, 2000; Frankenberg, et al., 2003; Rivkin, 1994). The comparisons of the explained variance proportions by HMLM models and those of other models revealed that the percentages of white students were much more sensitive to the socio-economic and residential factors than the proportions of black students were, while the proportions of Hispanic students were much more sensitive to the charter school factors. The findings of this study highlighted the critical role of social context in public educational policies and the importance of policy design. This study rediscovered the old but important principle that charter school policy makers need to take into account the expectable but ignored or unintended consequences of the policy in public education system and the impacts of the policy on the non-choosers in TPSs as well.

Download or read book Charter Schools and the Corporate Makeover of Public Education written by Michael Fabricant and published by Teachers College Press. This book was released on 2015-04-18 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book will reset the discourse on charter schooling by systematically exploring the gap between the promise and the performance of charter schools. The authors do not defend the public school system, which for decades has failed primarily poor children of color. Instead, they use empirical evidence to determine whether charter schooling offers an authentic alternative for these children. In concise chapters, they address a series of important questions related to the recent ascent of charter schools and the radical restructuring of public education. This essential introduction includes a detailed history of the charter movement, an analysis of the politics and economics driving the movement, documentation of actual student outcomes, and alternative images of transforming public education to serve all children.

Download or read book Learning from the Federal Market Based Reforms written by William J. Mathis and published by IAP. This book was released on 2016-06-01 with total page 720 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past twenty years, educational policy has been characterized by top?down, market?focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision?making authority now shifted toward the states. These market?based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low?scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy? This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re?segregation, among others. The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single?handedly overcome societal inequalities, important work can take place within the public school system, with evidence?based interventions such as early childhood education, detracking, adequate funding and full?service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.

Download or read book Handbook of Research on School Choice written by Mark Berends and published by Routledge. This book was released on 2019-06-20 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Updated to reflect the latest developments and increasing scope of school-based options, the second edition of the Handbook of Research on School Choice makes readily available the most rigorous and policy-relevant research on K–12 school choice. This comprehensive research handbook begins with scholarly overviews that explore historical, political, economic, legal, methodological, and international perspectives on school choice. In the following sections, experts examine the research and current state of common forms of school choice: charter schools, school vouchers, and magnet schools. The concluding section brings together perspectives on other key topics such as accountability, tax credit scholarships, parent decision-making, and marginalized students. With empirical perspectives on all aspects of this evolving sphere of education, this is a critical resource for researchers, faculty, and students interested in education policy, the politics of education, and educational leadership.

Download or read book Handbook of Research in Education Finance and Policy written by Helen F. Ladd and published by Routledge. This book was released on 2014-12-17 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.

Download or read book Quantitatively Comparing Academic Achievement in Secondary Charter and Public Schools Implementing Career Academies written by Timothy A. Meeks and published by . This book was released on 2016 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1980s publication "A Nation at Risk", policy makers have continually sought to improve America's education system by crafting education policies with strict guidelines. Recent policies like No Child Left Behind (NCLB), and now the Every Student Succeeds Act (ESSA), are calling for increased accountability of school districts measured by standardized test scores. With the threat of losing funding and facing sanctions for failing to meet minimum College and Career Readiness Performance Index (CCRPI) requirements, school districts are continually looking for research-based strategies and reform models that promise to enhance student achievement. Researchers have examined various reform models and methods including schools-within-a-school, small learning communities, career academies, school choice, career pathways, and charter schools. Some studies have displayed successful increases in student achievement as a result of implementing these reforms individually. However, the results have not proven to be entirely reproducible as other researchers exhibit insignificant findings. This casual-comparative design compared career academy charter schools to traditional public schools that had implemented career academies. The independent variable was school type-charter school and public school. The dependent variables were Georgia End-of-Course Test scores in the areas of English Language Arts, math, and science. Using ANOVA analysis, significant findings on one out of three measures indicated that implementing career academies at charter schools increased student achievement in science more than the implementation at public schools. The implementation did not positively or negatively impact ELA scores or math. However, when grade level was incorporated as a covariate, ANCOVA analysis revealed that implementing career academies at public schools significantly impacted student achievement in math compared to the charter site. The analysis also revealed that as grade level increased, so did test scores. ANCOVA analysis of the science data indicated that career academy charter school students significantly outperformed the public school career academy students. However, no interaction effects were observed between grade level and test scores. ANCOVA did not impact the results in ELA.

Download or read book Targeting Investments in Children written by Phillip B. Levine and published by University of Chicago Press. This book was released on 2010-10-15 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: A substantial number of American children experience poverty: about 17 percent of those under the age of eighteen meet the government’s definition, and the proportion is even greater within minority groups. Childhood poverty can have lifelong effects, resulting in poor educational, labor market, and physical and mental health outcomes for adults. These problems have long been recognized, and there are numerous programs designed to alleviate or even eliminate poverty; as these programs compete for scarce resources, it is important to develop a clear view of their impact as tools for poverty alleviation. Targeting Investments in Children tackles the problem of evaluating these programs by examining them using a common metric: their impact on earnings in adulthood. The volume’s contributors explore a variety of issues, such as the effect of interventions targeted at children of different ages, and study a range of programs, including child care, after-school care, and drug prevention. The results will be invaluable to educational leaders and researchers as well as policy makers.

Download or read book Charter High Schools written by and published by . This book was released on 2006 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The State of Nonprofit America written by Lester M. Salamon and published by Brookings Institution Press. This book was released on 2012 with total page 722 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Examines the private nonprofit sector and the tax-exempt institutions that make up this sector providing important services and benefits to all Americans, with histories behind different institutions and the forces and developments that have buffeted them and what they have done to retain their resilience"--Provided by publisher.

Download or read book Student Success and Library Media Programs written by Lesley S. J. Farmer and published by Bloomsbury Publishing USA. This book was released on 2003-09-30 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student success comprises a complex system of expectations and measurements. Designed for school library media specialists, this book focuses on library media programs and examines the factors that influence student achievement. Through a presentation of research trends and actual practice, award-winning author Lesley Farmer demonstrates how media specialists can encourage student achievement by creating an environment conducive to learning. Farmer takes a systems approach, illuminating how each stakeholder in a student's education contributes to and impacts student achievement. Chapters include: What Defines Student Achievement? Research in the School Library World Internal Factors: The School Library Media Program School Factors Towards Student Achievement Student Factors Towards Student Achievement Societal Factors Towards Student Achievement Focus on Reading: Who's a Good Reader? Next Steps In addition to research findings about library programming, Farmer examines collection resources, facilities, staffing, curricula, instruction, reading issues, services, products, and administration. Key research studies are cited throughout the work to optimize referral to relevant information. This is an invaluable guide for school library media specialists, as well as for faculty and students in LIS and education programs.

Download or read book Florida Charter Schools written by Reginald Thompson and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: No Child Left Behind (NCLB) was established in 2002 with the primary goal of closing the achievement gap between low socioeconomic students and their more advantaged peers. Charter schools are a part of NCLB's school choice policy and are intended to be a form of intervention to close the achievement gap. Much research has been conducted to measure charter school student achievement compared to regular public schools. But little has been done in distinguishing the differences between charter schools and their impact on student achievement. This quantitative study identifies the different types of public charter schools in Florida using Carpenter's (2006) typology study. Using multiple regression models, this study examines the relationships of their Florida Comprehensive Achievement Test (FCAT) school performance grades, percentage of students meeting high standards in math and reading, and three minority/SES measures. The findings show that there is a relationship between the above mentioned variables. They further show that overall traditional charter schools have a slight edge over progressive charter schools in academic achievement and that overall minority/socioeconomic status (SES) measures are a significant predictor of academic achievement for traditional and progressive charter schools in Florida.

Download or read book Student Achievement in Philadelphia Regional Charter Schools a Comparative and Longitudinal Study written by Violet Hanzely Sible and published by . This book was released on 2019 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated fifth-grade student achievement in Philadelphia, Pennsylvania regional public charter schools as compared to student achievement in traditional public schools, and determined whether the performance of charter schools changed over time. Research questions asked 1) how does student achievement in Philadelphia, Pennsylvania regional public charters compare to that of traditional public schools, and 2) do Philadelphia, Pennsylvania regional charter schools show increased student achievement over time? Drawing on an approach used by Miron (2002; 2005; 2007), the creation of adjusted, or filtered scores using regression models (one for reading and one for mathematics) that correlated slope and intercept performed with traditional public schools and public charter schools for each of the five years of the study. This approach sanctioned the investigation to control for the influence of student achievement predictors generally recognized in the research literature: socioeconomic status, ethnicity, special needs status, and school size. The result produced three measures for each of the schools: actual scores, predicted scores based on the adjustment for demographic variables and the computed difference between the actual and predicted scores. A comparison and analysis of score differences overtime delineated whether the gap between public charter and traditional public school achievement changed. As public charter schools matured, and as the number of operational public charters increased, Ttest results confirmed that charter school performance in the Philadelphia region improved, as well as, surpassed their traditional public school counterparts improved. Results of the study have policy implications regarding public charter school funding, methods to properly assess school-wide student achievement, and the equitable treatment of both public charter and traditional public schools with regard to sanctions related to student achievement outcomes. Further, study findings may guide future research about public charter schools in terms of methodologies and research models that might extend the line of inquiry.

Download or read book Cases on Building Quality Distance Delivery Programs Strategies and Experiences written by Huffman, Stephanie and published by IGI Global. This book was released on 2010-12-31 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book targets pressing needs in distance education by connecting theory and practice, addressing emerging leadership issues, and identifying best practices in teaching and learning"--Provided by publisher.

Download or read book Comparing the Academic Achievement of African American Students Attending Charter Schools and Public Schools written by Marie Elizabeth Rose Brown-Williams and published by . This book was released on 2008 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students consistently lag behind their Asian, Hispanic and white counterparts in multiple measures of academic achievement. Since the granting of the first charter in 2001, African American students have enrolled in charter schools nationwide at higher rates than other ethnic subgroups. The purpose of this study was to examine the efficacy of attending a charter school versus a public school for African American students. The study examined passing rates on the mathematics and English language arts sections of the California High School Exit exam to identify the extent of the gap in achievement for African American students in both charter and public school. The study further analyzed the effects of several corollary factors of academic achievement. This study confirmed the persistence of a gap in academic achievement for African American students. The results did not conclusively establish any positive correlation between African American students' achievement on the California High School Exit Exam and the factors examined. The results of this study suggest additional research of African American students within the charter school setting is necessary in order to assert or refute the efficacy of charter school attendance for African American students. KEYWORDS: African American students, academic achievement, achievement gap, charter schools, California High School Exit Exam.

Download or read book Handbook of Urban Education written by H. Richard Milner IV and published by Routledge. This book was released on 2013-11-20 with total page 599 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform.