This is
because charter school students get none of the so - called adjustment aid afforded by the state to districts under the School Funding Reform Act.
«You can't learn about charter schools by studying 3 percent of kids in charter schools,
because charter school students are only one and a half percent of American students,» says Hoxby.
Because charter school students are disproportionately likely to be black, they are somewhat less likely to be Hispanic (27 percent versus 39 percent).
Not exact matches
Such attacks are unlikely to be unleashed on Ms. Davids, an unemployed single mother, and the NYC Parents Union
because they have been past allies of the UFT regarding parent leadership, supporting the community
schools initiative, pushing
charter schools to enroll more special ed
students, and keeping teacher evaluations private.
I am voting Green
because Howie Hawkins and Brian Jones will fully fund our public
schools, will stop the over-testing of our
students, and will not open more privately managed
charter schools.
Flanagan (R - East Northport), in a statement, said the
charter school provision was needed
because there are thousands of city
students on waiting lists to enter the privately - run, taxpayer funded
schools.
In February, Mr. de Blasio announced that nearly all
charter schools could stay at their current locations, but that these three would have to move
because they impeded programs for
students with disabilities and forced elementary
school students to attend classes in high
school buildings.
Some states already have been singled out as falling behind
because they have laws that hinder data linking
students and teachers, including California and New York, or don't have
charter school legislation, such as Maine, Nebraska, and South Dakota.
It grows in part
because students enrolled in district elementary
schools are considerably more likely to be classified as having an SLD than those enrolled in
charter elementary
schools.
That's
because in both New York and Denver more
students with IEPs enter
charter schools in grades after kindergarten than exit them.
The book profiles heroic
charter school teachers and leaders and chronicles their 80 - hour work weeks, their meetings in teacher's homes to retool instruction
because of new data, and their personal commitment to taking
students to visit colleges.
It grows in part
because students enrolled in district
schools are considerably more likely to be classified as having a specific learning disability in early elementary grades than are
students enrolled in
charter schools, and also
because students without disabilities are more likely to enter
charters in non-gateway grades than are
students with disabilities.
Of course, I do not mean to imply that no
student has been inappropriately removed by a
charter school because of his disability.
Because most
students enter
charter schools before the 3rd grade when state - mandated testing begins, only 36 percent of applicants in our study have prior test scores on record and this group is not representative of all applicants.
Because the oversubscribed
charter schools in our sample admit
students via random lotteries, comparing the outcomes of lottery winners (most of whom enrolled in a
charter school) and lottery losers (most of whom did not) is akin to a randomized - control trial of the kind often used in medical research.
However,
because KIPP
schools are
charter schools, the
students who attend them have parents who have chosen this option.
Because the presence of
charter schools in an area might affect both
student achievement and the decisions of families to move to a district, we measured state demographics and
student achievement during the 1989 — 90
school year, several years before the first
charter laws took effect.
Focusing on lottery applicants is nonetheless useful
because it enables us to hold constant whatever unmeasured differences lead some
students to apply for a seat in a
charter school and others to remain within the district.
Meanwhile, policies that focus on stopping
charter schools from «counseling out»
student with disabilities are unlikely to be effective
because they do not address the factors that are truly underlying the gap.
Third, just the other day, a USA Today column called for shuttering a Kansas City
charter school whose
students recently won the National Society of Black Engineers Robotics Competition
because its test scores are only average.
* Interestingly, among the 2,800 «private public
schools,» we identified 79
charter schools that themselves qualify
because they serve virtually no poor
students.
But any comparison of the demographics of
students in
charter and traditional public
schools provides at best an incomplete picture of segregation
because segregation resulting from
school choice policies would occur primarily across
schools, not within
schools.
For this reason, we estimate
charter school effects by comparing
students who are more likely to attend a
charter school because they live closer to one to those less likely to attend a
charter school because it is less convenient.
Because most public
charters, like Aspire, have more freedom to innovate than large public
school systems do, I see promise that in the right set of circumstances
charter schools can achieve greatness for special ed
students.
Although there is plenty of data to understand the growth of
charter schools or the numbers of
students in districts,
because blended learning is a phenomenon that doesn't occur at the
school level — it instead occurs at the level of individual classrooms and teachers — capturing what's happening is difficult.
Such
students make different choices not
because of unmeasured characteristics, but
because of a factor out of their control: the distance from home to the nearest
charter school.
Houston's
charter schools were funded just 2 % below their TPS, and earned the only grade of A in the study, in part
because they were able to raise almost $ 900 per
student in nonpublic revenue.
California's extraordinarily liberal
charter -
school law, which gave birth to the nation's first
charter - management organization (Aspire), differs from those of other states, partly
because it does not require a focus on poor and minority
students.
It is unlikely to change anyone's opinion about
charter schooling's potential as a reform strategy, however, not least
because of the lack of information about
student achievement.
And while there are a variety of reasons this gap may exist, parents and others we interviewed told us that the proportion of IEP - eligible
students in DPS is growing rapidly in large part
because a number of Detroit
charter schools simply don't offer many special - education supports.
·
Student performance at
charter schools is showing signs of improvement over time (mainly
because of the closing of weak
charter schools).
The analysis, which looked only at
charter schools because of the prevalence of incentive programs in the independent public
schools, found no impact on
students» performance in mathematics.
In a separate 2009 study, Winters also found that «the more
students a public
school lost to
charters, the better its remaining
students performed — probably
because the
school now faced competition from
charters for enrollment.»
Some of the most effective
charter schools thrive
because the culture of the organization is nimble and informal, inspiring teachers to work as cohesive, trusting teams and put forth monumental effort on behalf of the neediest
students.
This is a limitation,
because we might be intellectually curious about how
charter schools affect the rare
student who enters as, say, a 12th grader.
Policymakers should therefore assign greater weight to studies that focus on such
students than they do to studies that,
because they lack experimental data, must focus on atypical
students who enter
charter schools when they are older.
Charter teachers work longer hours
because their
schools stay open later, and some ask teachers to be at the other end of a phone when
students are stuck on a homework problem.
At Central Education Center, a new
charter school south of this city, some
students will have their pick of $ 35,000 - a-year jobs right after graduation
because of the opportunities they have here to take postsecondary - level technical courses while finishing high
school.
The thriving
charter pre-K programs in D.C. demonstrate that the
charter pre-K model offers an opportunity for states to better serve their neediest
students, particularly
because, in general,
charter schools serve more disadvantaged populations.
The problem is that often the forest gets lost
because the leaves aren't counted: the authors describe a CREDO report's conclusions on the cumulative advantage of urban
charter schools for poor African American
students but give the reader no sense of how trustworthy they deem the report to be nor how significant the purported
charter -
school impact is — compared, for example, to results of any other major
school - reform strategy.
We focus our analysis on
charter middle
schools,
because we are able to compare
charter and traditional public
school students who had similar entering test scores and demographic characteristics and even attended the same elementary
school.
It is not possible to use this methodology to examine elementary
schools because testing begins in third grade, so for those
schools we compare test - score growth in traditional public
schools and
charter schools while taking into account
student characteristics such as race, age, and special education status.
The flood of applicants includes eight Valley
schools slated to lose federal funding
because they didn't have enough low - income
students, plus 16 others hoping to capitalize on the hybrid
charter model.
Deming, in fact, found very similar results in his 2002 study of
charter schools in North Carolina, comparing
students who got into a
charter via lottery to those who ended up attended a neighborhood
school instead
because they lost the lottery.
For purposes of determining adequate yearly progress on the indicator set forth at subparagraph (15)(iv) of this subdivision, the graduation rate cohort for each public
school,
school district, and
charter school for each
school year from 2002 - 03 through 2006 - 2007 shall consist of all members of the
school or district high
school cohort, as defined in subparagraph (i) of this paragraph, for the previous
school year plus any
students excluded from that cohort solely
because they transferred to an approved alternative high
school equivalency or high
school equivalency preparation program.
Because the parents who are drawn to
charters are presumed to be more engaged and more focused on their children's education, many worry about the loss of positive peer influences and parental social capital for the
students remaining in district
schools.
However, the achievement gains for
charter elementary
schools are challenging to estimate and remain unclear
because elementary
students typically have no baseline test scores at the time they enter kindergarten.
At the same time,
charter schools are controversial
because after a transition period in which the state provides subsidies, they are typically funded by
students» home (or «sending») districts.
If a
school district fails to make adjustments in the face of rising
charter school enrollment, and it keeps the same number of staff and facilities despite having fewer
students, it will pay a double penalty:
Because charter school tuition payments are pegged to a district's average spending per
student, a
school district's
charter payments rise when costs per
student rise.
Because of the flexibility
charter schools are given to innovate to serve their
students, they are well positioned to give special needs children a world - class public education.