Sentences with phrase «comparing charter school students»

The researchers make estimates by comparing charter school students to «virtual twins» — students who look similar on paper — enrolled in district schools.

The study's methodology addresses that issue by comparing charter school students with students of traditional schools who applied for charter spots but did not get them.

Stanford University researchers comparing charter school students» growth with that of similar peers in district schools found a striking charter school advantage in most cities.

Not exact matches

The U.F.T. held three «emergency» meetings with its members and parents on Thursday, ran a full - page anti-Cuomo advertisement in the Daily News, and released an extensive report claiming, among other things, that charter schools don't enroll enough high - needs students compared to their district school counterparts.

At the same time, students with disabilities comprise 17 percent of the charter school enrollment compared to the 27 percent district average, the report found.

The IBO study estimated the per student cost for charters located in city facilities was $ 16,011 compared to $ 16,660 for district public schools — or $ 449 less.

A new study says that on average, New York City charter school students show growth equal to 23 extra days of learning in reading and 63 more days in math each year, compared with similar students in traditional public schools.

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.

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 Denver, four years after entry in kindergarten, 65 percent of students with IEPs remain in their original charter school, compared to 37 percent of students who began in a district school.

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.

In New York City, four years after entry in kindergarten, 74 percent of students with IEPs remain in their original charter school, compared to 69 percent of students who began in a district school.

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.

The basic strategy we use to evaluate the effect of charter schools on student achievement is to compare students who are awarded a seat in a charter school through a lottery with students who enter the lottery but are not awarded a seat.

Using a metropolitan area as point of comparison allowed us to consider segregation within a smaller geographical area — compared to our state - level analysis — where students can conceivably choose to attend either traditional public or charter schools.

Fifty - two percent of city charter school students were in 90 - 100 % minority schools, compared to only 34 % of traditional public school students — a difference of eighteen percentage points, very similar to the overall difference of twenty percentage points between the two sectors of schools (Table 22 on p. 63 of our report).

While the national, state, and metro area analysis comprised the bulk of our report, we did, in fact, examine the segregation of students in charter and traditional public schools by geography — comparing students in these school sectors within cities, suburbs, and rural areas.

Four Corners charter students do well on NAEP, even when compared to public school students in Massachusetts, the highest - performing state.

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.

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.

To compare these active parental choices to the forced segregation of our nation's past (the authors of the report actually call some charter schools «apartheid» schools) trivializes the true oppression that was imposed on the grandparents and great - grandparents of many of the students seeking charter options today.

The Mathematica study of charter middle schools, just released by the U. S. Department of Education, finds no achievement gains within two years for students who won the charter lottery as compared to those who did not.

We modified the CRP analysis by comparing the percentage of students in hypersegregated minority charters within the central city of each CBSA to the percentage of students in hypersegregated minority traditional public schools within the same central city.

According to a rigorous Stanford study, students in the D.C. charter sector learn several additional months in reading and math annually compared to similar students in D.C.'s district schools.

This reflects the fact that magnet schools are very large on average — 798 students, as compared to 380 in charters.

About 45 percent of BPS students come from homes where a language other than English is spoken, compared to 21 percent in Boston charter schools.

The CREDO report found that students in Boston charter schools gain the equivalent of 259 additional days of instruction in math and 245 days in reading compared to their counterparts in traditional district schools.

Employing this method, we could compare the levels of segregation for the students in charter schools to what they would have experienced had they remained in their residentially assigned public schools.

For example, in Denver four years after entry in kindergarten, 65 percent of students with IEPs remain in their original charter school, compared to 37 percent of students who begin in a district school.

HMK traced students who were «lotteried out» into the traditional public schools and compared their subsequent performance to those who had entered the charter schools.

The CREDO study asks how well a typical charter school student across the sixteen separate state policy environments does compared to the counterfactual of attending a traditional public school.

Our analysis compares the performance of students who win the lottery and attend one of the G&T magnet programs to those who lose the lottery and either attend a neighborhood G&T program in the district, a magnet school based on a different specialty, or a charter school.

The HMK study investigates how well charter school students do when attending schools popular enough with parents to be oversubscribed compared to attending a traditional NYC public school.

The lottery process allowed the researchers to compare the performance of students who won the lottery with those who lost the lottery and either attended a neighborhood G&T program, a charter school, or an alternative magnet school.

For example, under the CRP method, 91.2 percent of the charter students in the DC CBSA are in hypersegregated minority schools, as compared to just 20.9 percent of the students in traditional public schools.

According to the authors» own numbers in Table 20, more than half (56 percent) of charter school students attend school in a city, compared to less than one - third (30 percent) of traditional public school students.

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).

This paradox is most vivid when comparing students who attend «no excuses» charter schools and those who attend open - enrollment district schools.

Instead of asking whether all students in charter schools are more likely to attend segregated schools than are all students in traditional public schools, we should be comparing the racial composition of charter schools to that of nearby traditional public schools.

Recently released data show that 76 percent of BPS students are black or Hispanic, compared to about 84 percent of charter school students.

In New York City, four years after entry in kindergarten, 74 percent of students with IEPs remain in their original charter school, compared to 69 percent of students who begin in a district school.

To address the issue of student self - selection into charter schools, the researchers compared high school and postsecondary outcomes for 8th - grade charter students who entered charter high schools with outcomes for 8th - grade charter students who entered conventional public high schools, ensuring that both the comparison group and the treatment group of students were once charter choosers.

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.

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.

However, simple tests we conducted, based on changes in the average previous - year test scores of students in schools affected and unaffected by charter - school competition, suggest that, if anything, the opposite phenomenon occurred: students switching from traditional public to charter schools appear to have been above - average performers compared with the other students in their school.

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.

That is, we compare high school and postsecondary outcomes for 8th - grade charter students who entered charter high schools (the treatment group) with outcomes for 8th - grade charter students who entered conventional public high schools (the comparison group).

A 2010 Ball State University report titled «Charter School Funding: Inequity Persists» calculated that Arizona district schools received about $ 9,600 per student in 2006 — 07 compared to $ 7,600 per student in charters.

These students are much more likely to attend Detroit's traditional public schools than charters: 18 percent of DPS students have IEPs compared to 10 percent in charter schools.