Sentences with phrase «compare voucher students»

They employ propensity score matching methods where they compare voucher students with similar students in public schools by matching across a variety of observable background factors, including baseline test scores.

These studies are rigorous precisely because they do not simply compare voucher students with «their peers in public school.»

Not exact matches

For the Louisiana and DC studies, the analyses compare students who won a voucher lottery to students who lost a voucher lottery.

In the Indiana study, the most rigorous program estimates come from an individual fixed - effects analysis, where the achievement gains of students while in the voucher program are compared to their achievement gains when not in the program.

• The offer of a voucher raised the proportion of African American students who enrolled in a private four - year college by 5 percentage points, an increase of 58 % as compared to the control group.

According to parents, the disability rate among voucher students is 11.4 percent, as compared to 20.4 percent in the public schools.

Fifty percent of the parents of voucher students said they were doing «very well» as compared to 52 percent of public school parents.

A study comparing the performance of students using vouchers to attend private school in Milwaukee with students who attend public schools found that students in both groups are exhibiting similar levels of growth.

The 2,308 students in the OSP study make it the largest school voucher evaluation in the U.S., making the achievement results even more compelling when compared to results from other, similar experimental evaluations of education policies undertaken by the federal government.

In 1999 Cleveland had 23 magnet schools with 13,000 students in attendance and eight charter schools with 1,600 students in attendance, compared with the 3,800 in the voucher program.

Applicants during the early years of the program were included in a federally mandated evaluation that compared students who won the voucher lottery to those who applied but lost.

By comparing only students who entered the voucher lottery, researchers controlled for differences between families that apply for vouchers and those who don't.

Because the voucher studies compare students who won a voucher to those who did not — and those not receiving a voucher very likely ended up in the new and improved public / charter system.

Supporters also point to high test scores, but the editorial claims «there is no way to accurately compare voucher [sic] students with Florida public school students» because the latter are required to take the state achievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Test or PSAT.

In some places, Catholic schools must participate in these, usually as a condition of receiving students with vouchers; in a handful of places, diocesan authorities have willingly joined in, but nobody would say there's been a great rush by Catholic schools to be compared — with charter schools, with district schools, with other private schools, even with each other — on the basis of academic achievement.

The inadequate number of eligible applicants has led federal officials to drop plans for a study that would have compared the achievement of voucher recipients with that of students who requested the grants but didn't receive them.

Fifty percent of voucher students attended racially isolated schools, compared with 61 percent of public - school students in the Cleveland metropolitan area.

Information on more than one - quarter million students who were 4th graders in 2002 allows us to compare Spanish language and mathematics achievement in network and stand - alone voucher - subsidized schools.

To estimate the impact of switching from a public to a private school, we did not simply compare those students who used a voucher to enroll in a private school with all those who did not.

This means that simply comparing student achievement at schools serving more and fewer voucher students is apt to be misleading.

The awarding of scholarships by lottery created a rare opportunity in educational research: a field experiment in which students were assigned randomly to both public and private schools, thus allowing me to test the effects of receiving a voucher and, more generally, to compare the performance of public and private schools.

Mr. Bedrick is right that a study from the National Bureau of Economic Research showed very low performance among students in Louisiana's voucher program compared to the performance of students not offered a voucher (who thus remained in a local public school).

Our estimates of the effects of voucher use after three and four years are based on a relatively small number of students: fewer than 200 in year four, as compared to roughly 3,000 in year one and 1,700 in year two.

Statewide, students receiving vouchers were low - achieving before entering private schools (on average, performing at the 42nd percentile compared to public - and private - school students statewide).

Concerned Women for America held a conference outside Kansas City, Mo., this weekend that opened with denunciations of Common Core and built to an address by state Sen. Ed Emery, a voucher proponent who has compared the current public education system with slavery because it traps students in government - run schools.

Supporters can credit the voucher program with improved reading scores and high school graduation rates: 82 percent of students offered a voucher graduated from high school, compared with 70 percent of those who lost the lottery.

Findings: Louisiana — Students who applied to the Louisiana Scholarship Program in 2012 --- 13, won a school - level random lottery to receive a voucher, and attended a private school in 2012 — 13 and 2013 — 14 experienced a decrease in academic achievement compared to their peers who did not win the lottery and instead attended public schools.

To measure the effects of private school choice, we compare the long - term outcomes of more than 10,000 low - income students who first used FTC vouchers between 2004 and 2010 with outcomes of students with similar characteristics who never participated.

Teske and Schneider note that the existing empirical work on school vouchers is quite positive on a variety of issues: academic considerations appear paramount when parents choose schools; voucher recipients are more satisfied with their schools than their peers within public schools; and vouchers lead to «clear performance gains for some groups of students using the vouchers, particularly blacks, compared with the control group.»

To argue that she has been even moderately successful with her approach, we would have to ignore the legitimate concerns of local and national charter reformers who know the city well, and ignore the possibility that Detroit charters are taking advantage of loose oversight by cherry - picking students, and ignore the very low test score growth in Detroit compared with other cities on the urban NAEP, and ignore the policy alternatives that seem to work better (for example, closing low - performing charter schools), and ignore the very low scores to which Detroit charters are being compared, and ignore the negative effects of virtual schools, and ignore the negative effects of the only statewide voucher programs that provide the best comparisons with DeVos's national agenda.

Either because of public opposition, lawsuits, or the modest scope of voucher and tax - credit scholarship laws, only some 200,000 students nationwide attend private schools through choice systems, a paltry figure compared to the 50 million students in public schools across the United States.

Consequently, it is hard to assess how today's public schools compare with their predecessors (with their stratified, segregated, often exclusionary educational structures), with contemporary Catholic schools (that sometimes abandon problem students), or with experiments in school choice and vouchers (all still relatively new and limited).

, used data from the Milwaukee private school voucher program to compare crimes processed through the Wisconsin courts for program participants and a matched sample of students.

Achievement in math, science, social studies and reading all declined in the first year that students attended voucher schools; that's compared with students who struck out in the lottery and stayed at their low - performing public schools.

These findings, as noted above, are unusual when compared to more than a dozen gold standard reports showing positive academic achievement for voucher students.

(Less than 2 percent of students in voucher schools are identified as receiving special education services, compared to about almost 20 percent in the Milwaukee Public Schools.)

DPI spokesman John Johnson said it's not appropriate to compare students receiving vouchers to public school students considered to be economically disadvantaged because the income limits for both are «substantially different.»

And in Ohio, a study by the pro-choice conservative think tank, the Thomas B. Fordham Institute, financed by the pro-voucher Walton Family Foundation, found «students who use vouchers to attend private schools have fared worse academically compared to their closely matched peers attending public schools.»

Indiana students who received vouchers to attend a private school actually moved backward on reading and math tests compared with students who remained in public school.

Typically, researchers studying voucher effects attempt to isolate the effect of receiving a voucher from family background variables by comparing students who have the opportunity to use vouchers and choose to pursue it with those that do not take advantage of their opportunity.

The complaint states that 1.6 percent of voucher students have disabilities, compared with 19.5 percent of Milwaukee Public School students.

When the Wisconsin Legislature started the Milwaukee voucher program, lawmakers included money for an experimental study to compare results for low - income students in the private schools to those still in public schools.

It is estimated that this change will allow an additional 550 students to participate in the statewide voucher program compared to current law and will reduce state aid to the public school districts in which those pupils reside by $ 4.4 million.

This will allow researchers to compare voucher and public school student performance in a meaningful way.

For the first time, voucher students in Milwaukee had to take the test and their scores were compared with those of Milwaukee's public school students.

The Institute of Education Sciences (IES) compared test scores for two groups of students: students who, through a lottery process, were selected to receive vouchers, and students who applied for yet didn't receive them.

Yet Fordham's new report on Ohio students found that «students who use vouchers to attend private schools have fared worse academically compared to their closely matched peers attending public schools.»

The study compared the progress of both groups of students from spring of 2012 to 2014 and found that, a year after they applied for the scholarship, math scores were lower for students who won vouchers.

The study compared students in the Milwaukee voucher program and students in Milwaukee public schools for grades 3 - 9 and found no significant achievement growth for reading or math between voucher and public school students for the first three years.

In year one, students in the voucher program fell 24 percentile points in math compared to students not using a voucher.