Download or read book Evaluation of Texas Charter Schools 2009 10 written by Texas Education Agency and published by . This book was released on 2011 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Evaluation of New Texas Charter Schools written by Catherine Maloney and published by . This book was released on 2011 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 1994, the U.S. Department of Education (USDE) has provided funding to new charter schools through Charter School Program (CSP) grants designed to provide support for the planning and implementation of effective new charter programs. Grants are awarded to state education agencies, which then provide funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation examines how new charter school operators plan and implement their programs and considers the following research questions: (1) How are federal CSP funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) What is the effect of charter school maturity on students' academic outcomes?; and (6) How do students at new charter schools perform academically relative to comparable students at traditional district schools? The evaluation has produced two interim reports (June 2009 and February 2011) as well as this final report. Results from the interim reports indicated that charter schools used the largest proportion of CSP funding to support instruction, but that new charter schools' start-up experiences differed, depending on the level of support they received from founding entities. In particular, new charter schools that operated as part of a traditional district (i.e., campus charters) tended to have an easier time getting started because most districts provided support for campus charter school management and facilities, as well as the recruitment of staff and students. In contrast, many charter schools that operated outside of traditional district structures (i.e., open-enrollment charters) struggled to locate and furnish adequate facilities, and to recruit and retain qualified staff. (Contains 10 footnotes.) [For the full report, "Evaluation of New Texas Charter Schools: Final Report (2007-10)," see ED538563.].

Download or read book Evaluation of New Texas Charter Schools written by Catherine Maloney and published by . This book was released on 2009 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education (USDE) has provided funding for new charter schools through a system of Charter School Program (CSP) grants. CSP funding is available to new charter schools for a period of 3 years, of which no more than 18 months may be used for school planning and design and 2 years may be used to implement the educational program. CSP grants are awarded to state education agencies, which then award funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation--the Evaluation of New Texas Charter Schools--would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation will produce three reports--two interim reports (spring 2009 and fall 2009) and a final report in summer 2010. Across years, the evaluation will answer the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) How do students at new charter schools perform academically relative to comparable students at traditional district schools?; and (6) What is the effect of charter school maturity on students' academic outcomes? The findings presented here are those of the evaluation's first interim report. Because Generation 13 and 14 charter schools were not serving students in 2007-08, they are not included in the first interim evaluation report (spring 2009). However, Generation 13 charter schools will be included in the second interim report (fall 2009), and all four generations will be included in the evaluation's final report (summer 2010). The first interim report addresses Research Questions 1 through 4 and incorporates statistical analyses of the characteristics of Generation 11 and 12 charter schools, as well as an analysis of charter schools' use of federal CSP grant funds in their start-up years. Statistical analyses rely on archival data collected through TEA's Public Education Information Management System (PEIMS) and its Academic Excellence Indicator System (AEIS), and results are presented for new Generation 11 and 12 charter schools, as well as for established charter schools in Generations 1 through 10. The first interim report also includes findings from spring 2008 surveys of principals, teachers, and students in Generation 11 and 12 open-enrollment charter schools, as well as a summer 2008 survey of parents of students attending such schools. Appended are: (1) Survey of Principals and Teachers in New Open-Enrollment Charter Schools; (2) Survey of Students Attending New Open-Enrollment Charter Schools (Grades 4 and 5; Grades 6-12); and (3) Survey of Parents of Students Attending New Open-Enrollment Charter Schools. (Contains 71 tables, 9 figures, and 20 footnotes.) A glossary is included. [For "Evaluation of New Texas Charter Schools: Interim Report (2007-10). Executive Summary," see ED538561. For related reports, see "Evaluation of New Texas Charter Schools: Second Interim Report (2007-10)" (ED538554) and "Evaluation of New Texas Charter Schools: Final Report (2007-10)" (ED538563).].

Download or read book Evaluation of New Texas Charter Schools written by Catherine Maloney and published by . This book was released on 2009 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education (USDE) has provided funding for new charter schools through a system of Charter School Program (CSP) grants. CSP funding is available to new charter schools for a period of 3 years, of which no more than 18 months may be used for school planning and design and 2 years may be used to implement the educational program. CSP grants are awarded to state education agencies, which then award funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation--the Evaluation of New Texas Charter Schools--would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation will produce three reports--two interim reports (spring 2009 and fall 2009) and a final report in summer 2010. Across years, the evaluation will answer the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) How do students at new charter schools perform academically relative to comparable students at traditional district schools?; and (6) What is the effect of charter school maturity on students' academic outcomes? The findings presented here are those of the evaluation's first interim report. Because Generation 13 and 14 charter schools were not serving students in 2007-08, they are not included in the first interim evaluation report (spring 2009). However, Generation 13 charter schools will be included in the second interim report (fall 2009), and all four generations will be included in the evaluation's final report (summer 2010). The first interim report addresses Research Questions 1 through 4 and incorporates statistical analyses of the characteristics of Generation 11 and 12 charter schools, as well as an analysis of charter schools' use of federal CSP grant funds in their start-up years. Statistical analyses rely on archival data collected through TEA's Public Education Information Management System (PEIMS) and its Academic Excellence Indicator System (AEIS), and results are presented for new Generation 11 and 12 charter schools, as well as for established charter schools in Generations 1 through 10. The first interim report also includes findings from spring 2008 surveys of principals, teachers, and students in Generation 11 and 12 open-enrollment charter schools, as well as a summer 2008 survey of parents of students attending such schools. (Contains 1 footnote.) [For the full report, "Evaluation of New Texas Charter Schools: Interim Report (2007-10)," see ED538565.].

Download or read book Evaluation of New Texas Charter Schools written by Catherine Maloney and published by . This book was released on 2009 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education (USDE) has provided funding for new charter schools through a system of Charter School Program (CSP) grants. CSP funding is available to new charter schools for a period of 3 years, of which no more than 18 months may be used for school planning and design and 2 years may be used to implement the educational program. CSP grants are awarded to state education agencies, which then award funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation--the Evaluation of New Texas Charter Schools--would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation will produce three reports--two interim reports (spring 2009 and fall 2009) and a final report in summer 2010. Across years, the evaluation will answer the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) How do students at new charter schools perform academically relative to comparable students at traditional district schools?; and (6) What is the effect of charter school maturity on students' academic outcomes? The findings presented here are those of the evaluation's first interim report. Because Generation 13 and 14 charter schools were not serving students in 2007-08, they are not included in the first interim evaluation report (spring 2009). However, Generation 13 charter schools will be included in the second interim report (fall 2009), and all four generations will be included in the evaluation's final report (summer 2010). The first interim report addresses Research Questions 1 through 4 and incorporates statistical analyses of the characteristics of Generation 11 and 12 charter schools, as well as an analysis of charter schools' use of federal CSP grant funds in their start-up years. Statistical analyses rely on archival data collected through TEA's Public Education Information Management System (PEIMS) and its Academic Excellence Indicator System (AEIS), and results are presented for new Generation 11 and 12 charter schools, as well as for established charter schools in Generations 1 through 10. The first interim report also includes findings from spring 2008 surveys of principals, teachers, and students in Generation 11 and 12 open-enrollment charter schools, as well as a summer 2008 survey of parents of students attending such schools. Appended are: (1) Survey of Principals and Teachers in New Open-Enrollment Charter Schools; (2) Survey of Students Attending New Open-Enrollment Charter Schools (Grades 4 and 5; Grades 6-12); and (3) Survey of Parents of Students Attending New Open-Enrollment Charter Schools. (Contains 71 tables, 9 figures, and 20 footnotes.) A glossary is included. [For "Evaluation of New Texas Charter Schools: Interim Report (2007-10). Executive Summary," see ED538561. For related reports, see "Evaluation of New Texas Charter Schools: Second Interim Report (2007-10)" (ED538554) and "Evaluation of New Texas Charter Schools: Final Report (2007-10)" (ED538563).].

Download or read book Evaluation of New Texas Charter Schools 2007 2010 written by Texas Education Agency and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book IJER Vol 27 N1 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 2018-02-09 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors' voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.

Download or read book Evaluation of New Texas Charter Schools written by Texas Education Agency and published by . This book was released on 2011 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Charter School Effect an Evaluation of Open Enrollment Charter Schools Compared to Traditional Texas Public Schools written by Ashley R. Belton and published by . This book was released on 2018 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Inquiry Into Charter School Challenges written by Jimmy Norris Lang and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many charter schools in Texas continue to struggle in meeting state standards of academically acceptable ratings. The Texas Education Agency (TEA) reported that from 2009 to 2011, charter schools in Texas were rated academically unacceptable, significantly more than traditional public schools. The purpose of this qualitative study less funding and generally have poor facilities. This group also revealed some common perspectives in regard to how difficult it is to put together and uphold a charter, but on the was to explore teacher and administrator perceptions regarding the factors that influenced student success in five Texas charter schools. Interviews were conducted with 10 teachers and seven administrators who were employed in charter schools, but also had experience working in traditional public schools. Archival data revealed that these five Texas charter schools consistently underperformed when compared to their public school counterparts. These statistics revealed that, as of 2010, more inexperienced teachers worked at charter schools than at traditional public schools, and charter schools had higher levels of teacher turnover than teachers in traditional public schools. Teachers ranked classroom management as the most important factor, followed closely by teacher tenure. Administrators ranked classroom management as the most important factor, followed by salary problems. Data were analyzed by sorting, coding, and labeling categorically. The interview data revealed differential perceptions between the teachers and the administrators in regard to teacher tenure and other factors as they related to student educational outcome. The interviews revealed that charter schools are often specialized nature in the way that they are accountable to educational agencies such as the Texas Education Agency for the same expectations as the traditional public schools, but with other hand, charter schools are innovative in ways that traditional schools are not. This study also synthesized the people as the heart of charter schools who work with the most challenging kids and in the most challenging conditions, but with big hearts for the kids.

Download or read book How Texas Charter Schools Measure Success in Relation to Assessments and Evaluations Mandated by the State of Texas written by Karla Wynell Eidson and published by . This book was released on 1998 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Choices and Challenges written by Priscilla Wohlstetter and published by Harvard Education Press. This book was released on 2013-03-01 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: As charter schools enter their third decade, research in this key sector remains overwhelmingly contradictory and confused. Many studies are narrowly focused; some do not meet the standards for high-quality academic research. In this definitive work, Wohlstetter and her colleagues isolate and distill the high-quality research on charter schools to identify the contextual and operational factors that influence these schools’ performances. The authors examine the track record of the charter sector in light of the wide range of goals set for these schools in state authorizing legislation—at the classroom level, the level of the school community, and system-wide. In particular, they show how the evolution of the charter movement has shaped research questions and findings. By highlighting what we know about the conditions for success in charter schools, the authors make a significant contribution to current debates in policy and practice, both within the charter sector and in the larger landscape of public education.

Download or read book The School Reform Landscape written by Christopher Tienken and published by Rowman & Littlefield. This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: In The School Reform Landscape: Fear, Mythologies, and Lies, the authors take an in-depth and controversial look at school reform since the launch of Sputnik. They scrutinize school reform events, proposals, and policies from the last 60 years through the lens of critical social theory and examine the ongoing tensions between the need to keep a vibrant unitary system of public education and the ongoing assault by corporate and elite interests in creating a dual system. Some of events, proposals, and policies critiqued include the Sputnik myth, A Nation At Risk, No Child Left Behind, the lies of the Common Core State Standards Initiative, and other common reform schemes. The authors provide an evidence-based contrarian view of the free-market reform ideas and pierce the veil of the new reform policies to find that they are built not upon empirical evidence, but instead rest solidly on foundations of myth, fear, and lies. Ideas for a new set of reform policies, based on empirical evidence and supportive of a unitary, democratic system of education are presented.

Download or read book Exploring the School Choice Universe written by Kevin G. Welner and published by IAP. This book was released on 2013-02-01 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring the School Choice Universe: Evidence and Recommendations gives readers a comprehensive, complete picture of choice policies and issues. In doing so, it offers cross-cutting insights that are obscured when one looks only at single issue or a single approach to choice. The book examines choice in its various forms: charter schools, home schooling, online schooling, voucher plans that allow students to use taxpayer funds to attend private schools, tuition tax credit plans that provide a public subsidy for private school tuition, and magnet schools and other forms of public school intra- and interdistrict choice. It brings together some of the top researchers in the field, presenting a comprehensive overview of the best current knowledge of these important policies. The questions addressed in Exploring the School Choice Universe are of most importance to researchers and policy makers. What do choice programs actually do? What forms do they take? Who participates, and why? What are the funding implications? What are the results of different forms of school choice on outcomes that matter, like student performance, segregation, and competition effects? Do they affect teachers’ working conditions? Do they drive innovation? The contents of this book offer reason to believe that choice policies can further some educational goals. But they also suggest many reasons for caution. If choice policies are to be evidence-based, a re-examination is in order. The information, insights and recommendations facilitate a more nuanced understanding of school choice and provide the basis for designing sensible school choice reforms that can pursue a range of desirable outcomes.

Download or read book Evaluation of the Public Charter Schools Program written by and published by DIANE Publishing. This book was released on 2000 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The State of Charter Schools written by and published by . This book was released on 1999 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Choice Separating Fact from Fiction written by Patrick J. Wolf and published by Routledge. This book was released on 2020-05-21 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: School choice is a hot topic in the United States. Private school vouchers, public charter schools, open enrollment, and homeschooling all regularly appear on the policy agenda as ways to improve the educational experience and outcomes for students, parents, and the broader society. Pundits often make claims about the various ways in which parents select schools and thus customize their child’s education. What claims about school choice are grounded in actual evidence? This book presents systematic reviews of the social science research regarding critical aspects of parental school choice. How do parents choose schools and what do they seek? What effects do their choices have on the racial integration of schools and the performance of the schools that serve non-choosing students? What features of public charter schools are related to higher student test scores? What effects does school choice have on important non-cognitive outcomes including parent satisfaction, student character traits, and how far students go in school? What do we know about homeschooling as a school choice? This book, originally published as a special issue of the Journal of School Choice, provides evidence-based answers to those vital questions.