Sentences with phrase «compared charter school admission»

Abdulkadiroglu et al. (2011) and Angrist, Pathak, and Walters (2013) found similar estimates of the impact of a year in a Boston area charter school whether they compared charter school admission lottery winners and losers or whether they compared charter attendees to regular public school students with similar observed characteristics.

Not exact matches

The researchers compared two groups of high school students from low - income neighborhoods in Los Angeles — 521 students who were offered admission to high - performing public charter schools through the district lottery, and 409 who were not.

In particular, we take advantage of the lottery - based admissions process for charter schools to compare the academic performance of two groups of students: those who wanted to attend a charter school and were randomly admitted and those who wanted to attend but were not admitted and remained in traditional public schools.

It is difficult to pin down the relative quality of charter and district schools with confidence without studies that use admissions lotteries to compare the achievement of students who win charter - school admission to those who don't.

Another research team, led by Josh Angrist and Parag Pathak, directors of the School Effectiveness and Inequality Initiative at MIT, compared «long - term outcomes» of Boston charter - school students to outcomes for BPS students who had entered charter - school admission lotteries (see FiguSchool Effectiveness and Inequality Initiative at MIT, compared «long - term outcomes» of Boston charter - school students to outcomes for BPS students who had entered charter - school admission lotteries (see Figuschool students to outcomes for BPS students who had entered charter - school admission lotteries (see Figuschool admission lotteries (see Figure 2).

For example, the quasi-experimental study by economists Tom Kane and Josh Angrist on Boston charter schools, which compared the winners and losers of charter admission lotteries, helped change the Massachusetts law that had blocked the creation of new charters.

The chart above compares the performance of Detroit's charter schools (the top bar) to all the DPS schools (middle bar), as well as to Detroit's traditional public schools, excluding the schools that require passing a test or maintaining a certain GPA to gain admission (the bottom bar).

Likewise, only about one third of charters ranked in the bottom tier, compared to more than half of the combination of district and selective - admissions schools and more than six in ten traditional district schools.

Many prominent studies of charter schools take advantage of admission lotteries to compare students who were equally interested in attending a charter, but only some of whom were given the opportunity.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

«Mr. Kayser chooses to ignore the fact that 76 % of students who graduate from charter schools in L.A. Unified are eligible for college admission, compared to just 18 % of students who graduate from district schools,» Marquez continued.