Invalid Displayed Gallery Students who attend Florida's charter high schools are more likely to graduate, go to college, stay in college and earn more than students who
attend traditional public high schools.
Among the study population of charter 8th graders, students who attended a charter high school in 9th grade are 8 to 10 percentage points more likely to attend college than similar students who
attended a traditional public high school.
Controlling for key student characteristics (including demographics, prior test scores, and the prior choice to enroll in a charter middle school), students who attend a charter high school are 7 to 15 percentage points more likely to earn a standard diploma than students who
attend a traditional public high school.
Among the study population of charter 8th graders, students who attended a charter high school in 9th grade are 8 to 10 percentage points more likely to attend college than similar students who
attended a traditional public high school (see Figure 1).
In Chicago, students who attended a charter high school were 7 percentage points more likely to earn a regular high school diploma than their counterparts with similar characteristics who
attended a traditional public high school.
However, there may still be unmeasured differences that explain why one charter 8th grader attends a charter high school while another charter 8th grader
attends a traditional public high school.
In a previous study (Booker et al., 2011), we found that students attending charter high schools were 7 to 15 percentage points more likely to graduate from high school and 8 to 10 percentage points more likely to enroll in college than a comparison set of students
attending traditional public high schools.
The report also found that «charter schools are helping students achieve entry into higher levels of college education (16 percent) than they would have had
they attended traditional public high schools (14 percent).
Not exact matches
In Florida, 57 percent of students who went from a charter
school in 8th grade to a
traditional public school in 9th grade received a standard
high school diploma within four years, compared to 77 percent of charter 8th graders who
attended a charter
high school.
Results using an alternative method designed to address concerns about unmeasured differences between students
attending charter and
traditional public high schools suggest even larger positive effects.
The findings, which will be published in the spring issue of Education Next and are now online at www.EducationNext.org, show that students
attending charter
high schools in Florida and Chicago have an increased likelihood of successful
high -
school completion and college enrollment when compared with their
traditional public high school counterparts.
In Chicago, the gap in college attendance is smaller but still sizable: among the study population of charter 8th graders, 49 percent of students at charter
high schools attended college, compared to 38 percent of students at
traditional public high schools.
In Florida, among the study population of charter 8th graders, 57 percent of students
attending a charter
school in 9th grade went to either a two - or four - year college within five years of starting
high school, whereas among students who started
high school in a
traditional public school the college attendance rate was only 40 percent.
A study released earlier this month by Mathematica finds that students
attending charter
high schools in Florida scored lower on achievement tests than students in
traditional public schools, but years later, the charter students were more likely to have
attended at least two years of college and also had
higher earnings.
One was that students not offered vouchers went on to
attend high - performing
public schools (either
traditional or charter
schools).
We find that students
attending schools in the Wisconsin Parental Choice Program score a staggering 16 percent
higher than students in
traditional public schools.
«All students should have the opportunity to
attend a quality
public school, and all
schools, whether they are charter or
traditional schools, should be held to the same
high standards.
They never get around to explaining why, in California, 52 percent of students
attending charters that serve a majority of
high poverty kids are in the top quartile of all
public schools statewide as opposed to just 26 percent of similar students
attending traditional public schools.
In 2016, according to the editorial, «children who
attended public charter
schools in these eight districts were 146 % more likely to pass state exams than students at
traditional district
schools, and three times more likely to score at the
highest proficiency level.»
For supporters and opponents alike, the first question concerns performance: are the academic outcomes of students
attending charter
schools higher or lower than those in the
traditional public sector?
These FCAT grades are clear: Charter students are at a dramatically
higher - risk of
attending an F
school than their peers are at
traditional public schools.
In addition, at the national level in 2012 — 2013, the percentage of students
attending high - poverty
schools — those in which more than 75 percent of students qualify for free or reduced - price lunch — was
higher for charter
schools (36 percent) than for
traditional public schools (23 percent)(National Center for Education Statistics, 2015).
Higher percentages of charter
school students of every race
attend predominantly minority
schools (50 - 100 % minority students) or racially isolated minority
schools (90 - 100 % minority students) than do their same - race peers in
traditional public schools.
What policymakers are not regularly told is that although poverty level in all urban
schools are
high (both at charter and at
traditional public schools), the students at many of Connecticut's urban charter
schools are significantly «less poor» than the students who
attend the
public schools in those same communities.
That said, the
highest - quality research studies find that charter
schools tend to produce greater gains in math and reading test scores for traditionally disadvantaged students, compared to the gains these same students would achieve if they
attended a
traditional public school.
For example, CREDO compares two students with similar prior test scores both coming from low income and
high parental education families, but one student now
attends a charter
school and the other
attends a
traditional public school.