At the national level, seventy percent of black charter school students attend intensely segregated minority charter schools (which enroll 90 - 100 % of students from under - represented minority backgrounds), or twice as many as the share of intensely segregated
black students in traditional public schools.
Not exact matches
Around 50 to 60 percent of
traditional charter
school students are
Black, compared to approximately 10 percent
in online charters and 12 percent
in traditional public schools.
What we found is that, compared with other
students in the
traditional public schools, charter
school applicants are more likely to be
black and poor but are otherwise fairly similar.
For example, a 2010 report by UCLA's Civil Rights Project found that
black charter
school students were twice as likely to attend
schools that enrolled fewer than 10 percent non-minority
students as their counterparts
in traditional public schools.
Our new findings demonstrate that, while segregation for
blacks among all
public schools has been increasing for nearly two decades,
black students in charter
schools are far more likely than their
traditional public school counterparts to be educated
in intensely segregated settings.
Roughly 40 percent of charter
school students in grades 3 — 8 were
black, compared with 31 percent
in traditional public schools.
Compared with
traditional public schools, charter
schools in North Carolina enrolled a larger percentage of
black students and lower percentages of Hispanic and white
students.
In Denver,
black students transferred from
traditional public schools that are 42.2 %
black to charters that are 51.0 %
black; both the TPS and the charters had about 15 % white
students.
In Philadelphia, for example,
black students moved from segregated
traditional public schools (84.2 %
black) to segregated charter
schools (87.0 %
black).
In each case, a reasonable conclusion is that the average charter
student left a heavily
black traditional public school for a heavily
black charter
school.
And a 2015 Stanford University study cited by the National Alliance for
Public Charter
Schools showed that low - income Black students in charter schools gain the equivalent of 29 extra days of learning in reading and 36 extra days of learning in math per year compared with their Black counterparts in traditional district s
Schools showed that low - income
Black students in charter
schools gain the equivalent of 29 extra days of learning in reading and 36 extra days of learning in math per year compared with their Black counterparts in traditional district s
schools gain the equivalent of 29 extra days of learning
in reading and 36 extra days of learning
in math per year compared with their
Black counterparts
in traditional district
schoolsschools.
Black students — typically underserved
in traditional public schools — are outperforming their peers statewide on assessments.
Students in poverty, black students, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public schoo
Students in poverty,
black students, and those who are English language learners (ELL) gain significantly more days of learning each year in both reading and math compared to their traditional public schoo
students, and those who are English language learners (ELL) gain significantly more days of learning each year
in both reading and math compared to their
traditional public school peers.
Performance differences between charter
school students and their
traditional public school peers were especially strong among
black and Hispanic
students in poverty and Hispanic
students who are ELL
in both reading and math.
Studies are showing, for example, that
black students in charter
schools are more likely than their counterparts
in traditional public schools to be educated
in an intensely segregated setting.
Overall, the GAO found that
Black students, boys, and
students with disabilities were all disproportionately disciplined
in the 2013 - 2014
school year (the latest available data) and that disproportionality is widespread and persistent despite the level of
school poverty, type of disciplinary action, or type of
public school attended (e.g.,
traditional, magnet, charter, alternative, or special education).
The NAACP report documents the consequences of this abandonment: inadequate funding of urban
schools, a lack of accountability and oversight for charter
school, most of which are concentrated
in urban communities, the disproportionate exclusionary discipline of
Black students, high teacher turnover, and an absence of teachers of color
in both charters and
traditional public schools.
Charter
schools attract a higher percentage of
black students than
traditional public schools,
in part because they tend to be located
in urban areas.
A 2013 study by the Center for Research on Education Outcomes (CREDO) at Stanford University analyzed the charter sectors
in 27 states and found that, on average, charter
schools have significant positive impacts
in both math and reading for
black students in poverty, Hispanic
students in poverty, Hispanic English language - learners (ELLs),
students in poverty
in general, and ELLs compared to their
traditional public school peers.
Charter
schools also had significant positive effects on the reading scores of
students with special needs.13 These results are supported by additional findings that charter
schools have the most positive impacts on
black and Hispanic
students, and the least positive impacts on white
students.14
In fact, research has found some evidence of negative impacts on white students and non-poor Hispanic students in both math and reading compared to their peers in traditional public schools.13
In fact, research has found some evidence of negative impacts on white
students and non-poor Hispanic
students in both math and reading compared to their peers in traditional public schools.13
in both math and reading compared to their peers
in traditional public schools.13
in traditional public schools.13 16
An analysis of 2011 - 12 MEAP results by the Michigan Association of
Public School Academies concludes that black urban students perform better in charter schools than in traditional public schools in both math and read
Public School Academies concludes that
black urban
students perform better
in charter
schools than
in traditional public schools in both math and read
public schools in both math and reading...
According to research released
in 2010 by professor Gary Orfield of the Civil Rights Project at the University of California, Los Angeles, 70 percent of
black charter
school students attend a
school where the bulk of their peers are also minorities — compared to 40 percent
in traditional public schools.
The analysis from the charter
school association, which used data collected by the Michigan Department of Education, concluded the largest gaps were found
in the MEAP reading scores — as high as 9.3 percentage points difference
in eighth grade; with 43.6 percent proficient for
black urban
students in charter
schools, compared to 34.3 percent proficient for
black urban
students in traditional public schools, said Buddy Moorehouse, spokesman for the state's charter
school association.
In New York City's
traditional public schools, 24 % of
black and Hispanic
students passed the state math test this year.
Both
Black and Hispanic
students inpoverty who are enrolled
in charter
schools show significantly better performance
in reading and math compared to
Black and Hispanic
students in poverty
in traditional public schools.