Each year, DC PCSB evaluates
the performance of every public charter school in the District.
A state department of education (SDE) served by the Southeast Comprehensive Center (SECC) at SEDL requested information to address low
performance of public charter schools.
The annual tool evaluates
the performance of public charter schools in the District of Columbia.
Not exact matches
The data on
charter -
school performance is perhaps mixed, but a half century
of research proves, as Ravitch acknowledges, that «minority children in Catholic
schools are more likely to take advanced courses than their peers in
public schools, more likely to go to college, and more likely to continue on to graduate
school.»
But though 80 percent
of the
charters in her home state perform worse than traditional
public schools, DeVos — a billionaire whose family has also opposed workers» rights, gay marriage and has contributed heavily to a variety
of other right - wing causes — has led the way in resisting any attempts to regulate or improve Michigan
charter performance.
CREDO had done a national study that found more
charters doing badly compared to their feeder
schools from the traditional
public sector, and an NBER study in New York City found substantially better
performance of charters versus traditional
public schools.
Charter school students in grades 3 through 8 perform better than we would expect, based on the
performance of comparable students in traditional
public schools, on both the math and reading portions
of New York's statewide achievement tests.
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.
We also used new data to see whether the academic
performance of students in traditional
public schools and the influence
of teachers unions affect the strength
of charter school legislation in a state.
One strand
of his research, which has sought to replicate effective
charter -
school practices in
public school contexts, has shown that when a
school increases instructional time, has excellent teachers and administrators, and instills data - driven instruction, small - group tutoring, and a culture
of high expectations, it can eliminate gaps in math
performance.
When
charter schools close, it's via a transparent
public process: A
school was chronically underperforming, not living up to the conditions
of its
performance contract, and it has its
charter revoked.
The CREDO study assessed the
performance of charter schools compared to traditional
public schools across 15 states and the District
of Columbia.
It may be that SAT scores, as a very
public measure
of school performance, lead to agitation for
charter laws, but that
charters themselves are more likely to target students at risk
of dropping out, and therefore participation is more closely associated with dropout rates.
Harris instead offers two potential alternatives: 1) the improved
public /
charter school performance in New Orleans made the
performance of the private sector look relatively worse; and 2) the curriculum at most private
schools may not have been aligned to the state test, so the poor
performance merely reflects that lack
of alignment rather than poor
performance.
The papers, slated to be made
public early next month, define
charter districts as systems
of autonomous
schools that are given regulatory freedom in exchange for meeting
performance standards specified either in contracts or
charters.
The first teachers» union contract approved for one
of Massachusetts» 57
charter schools that operate outside a local
public school district will allow
performance - based teacher pay and a longer
school day.
In short, our results reveal substantial improvements in traditional
public -
school performance due to the introduction and growth
of charter -
school choice.
The average
performance composite among traditional
public schools increased from 67 percent in 1996 — 97 to 75 percent in 1999 — 2000 as the number
of charter schools in the state increased from 0 to more than 70.
These comparisons provide consistent evidence that
charter -
school competition raises the
performance composite
of traditional
public schools.
The fact that traditional
public schools experienced net gains in
performance, despite a slight decrease in average student quality, suggests that our estimates
of the effects
of charter -
school competition may understate the true effect
of charters on traditional
public schools.
The analysis, which looked only at
charter schools because
of the prevalence
of incentive programs in the independent
public schools, found no impact on students»
performance in mathematics.
The authors concede that a number
of national and city - level studies show relatively strong
performance for disadvantaged youth in
charters, but come to rest on the familiar refrain that
charter students do about the same as those in other
public schools.
Rigorous research on
charter school performance (studies that make true apples - to - apples comparisons) shows that there is tremendous variation nationally;
charter schools often outperform traditional
public schools, though not the majority
of the time.
A national study released today casts doubt on whether the academic
performance of students in
charter schools is any better than that
of their peers in regular
public schools.
CREDO controlled for the unique characteristics
of students enrolled in virtual
charter schools by comparing their
performance to a «virtual twin,» a student with the same demographic characteristics and similar prior achievement enrolled in a traditional
public school.
Likewise, many
of the ideas we regard today as education reform's conventional wisdom - linked standards and assessments, consequences for poor
performance, testing new teachers, paying some teachers more than others, and
charter schools - were given prominent
public voice by a teacher union leader, the late Albert Shanker
of the American Federation
of Teachers.
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).
How does the
performance of charter schools compare to that
of the traditional
public schools their students would otherwise attend?
In truth, research has shown
charter performance to be similar, on average, to the
performance of traditional
public schools.
The authors provide a mostly even - handed summary
of the research that evaluates and compares
charter -
school performance to that
of other
public schools.
Charter schools are
public schools of choice that are privately managed under a renewable
performance contract that exempts them from many
of the regulations that apply to other
public schools.
This report, co-authored by Safal Partners and
Public Impact for the National
Charter School Resource Center, examines federal requirements under civil rights laws and the Elementary and Secondary Education Act, and state laws governing charter school recruitment, retention, enrollment of EL students and their accountability for EL student performance; requirements and current challenges related to EL data reporting; and whether existing laws are adequate to address the needs of this growing population of ELs in charter s
Charter School Resource Center, examines federal requirements under civil rights laws and the Elementary and Secondary Education Act, and state laws governing charter school recruitment, retention, enrollment of EL students and their accountability for EL student performance; requirements and current challenges related to EL data reporting; and whether existing laws are adequate to address the needs of this growing population of ELs in charter sc
School Resource Center, examines federal requirements under civil rights laws and the Elementary and Secondary Education Act, and state laws governing
charter school recruitment, retention, enrollment of EL students and their accountability for EL student performance; requirements and current challenges related to EL data reporting; and whether existing laws are adequate to address the needs of this growing population of ELs in charter s
charter school recruitment, retention, enrollment of EL students and their accountability for EL student performance; requirements and current challenges related to EL data reporting; and whether existing laws are adequate to address the needs of this growing population of ELs in charter sc
school recruitment, retention, enrollment
of EL students and their accountability for EL student
performance; requirements and current challenges related to EL data reporting; and whether existing laws are adequate to address the needs
of this growing population
of ELs in
charter s
charter schools.
Each year, commencing with 2002 - 2003
school year test administration results, the commissioner shall review the
performance of all
public schools,
charter schools and
school districts in the State.
A
public school,
charter school or
school district shall be deemed to have made adequate yearly progress on an accountability
performance criterion set forth in paragraph (14)
of this subdivision if each accountability group within such
school or district achieved adequate yearly progress on that criterion.
These increases in student
performance, graduation, and taking
of college preparation courses are the results
of and reaction to
charter schools» partnership with the community to re-define
public schooling.
Jay, you can't compare
charter schools to
public schools without realizing that
charter schools can deny enrollment to any student who does not measure up to the
charter school's standards
of behavior and
performance.
If anything,
public charter schools tend to increase the academic
performance of students in traditional
public, likely due to increased competition.
Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough
Schools — Jul 10, 2012 New Toolkit: Expand the Impact
of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New
Schools — Mar 15, 2012
Public Impact Releases Models to Extend Reach
of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age
of Digital Instruction — Nov 17, 2011 City - Based
Charter Strategies: New White Papers and Webinar from
Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011
Charter Philanthropy in Four Cities — Aug 04, 2011
School Turnaround Leaders: New Ideas about How to Find More
of Them — Jul 21, 2011 Fixing Failing
Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost
School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the
Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader
Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010
Charter School Research from
Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010
Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach
of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing
Schools — Oct 06, 2009 Try, Try Again to Fix Failing
Schools — Sep 09, 2009 Innovation in Education and
Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.
In
public schools,
charter schools or
school districts with fewer than 30 students subject to an accountability
performance criterion set forth in paragraphs (14) and (15)
of this subdivision, the commissioner shall use the weighted average
of the current and prior
school year's
performance data for that criterion in order to make a determination
of adequate yearly progress.
IZZI HERNANDEZ - CRUZ is an associate consultant with
Public Impact, conducting quantitative analyses
of school and district
performance metrics to support strong accountability and turnaround evaluation efforts in both traditional and
charter schools.
Martin West, a professor
of education at Harvard, states that «weaker scores among voucher recipients may be a result
of the fact that
public school performance is improving, particularly in the District, where math and reading scores at traditional
public and
public charter schools have increased quickly over the past decade.»
Among other reforms encouraged by Race to the Top, Washington, D.C., adopted a new teacher contract that raised salaries across the board while adding
performance pay, and New York City increased its allotment
of public charter schools, to cite just two notable examples.
Founded more than 25 years ago, they are operated independent
of the traditional
school district but in addition to the being heldto the same accountability standards as all
public schools,
charter schools have
performance targets that they must meet in order to stay open.
But the bottom line is that expanding high - performing
public charter schools can increase the academic
performance of students in both
charter and traditional
public schools.
For the 2002 - 2003 through the 2005 - 2006
school year test administrations, for purposes
of the commissioner's annual evaluation
of public schools,
public school districts, and
charter schools, the following limited English proficient students may be considered to be meeting
performance criteria in elementary or middle - level English language arts if they demonstrate a specified increment
of progress on the New York State English as a Second Language Achievement Test (NYSESLAT) for their grade level.
For each accountability
performance criterion specified in paragraph (14) and each
performance indicator specified in paragraph (15)
of this subdivision, the commissioner, commencing with 2002 - 2003
school year test administration results, shall determine whether each
public school,
charter school and
school district has achieved adequate yearly progress as set forth in paragraph (5)
of this subdivision.
About PCSB: The DC
Public Charter School Board (PCSB) is setting a national model for creating quality public school options through its rigorous review of new charter applications and effective oversight of charter school performance that is leading the transformation of public education in Washingto
Public Charter School Board (PCSB) is setting a national model for creating quality public school options through its rigorous review of new charter applications and effective oversight of charter school performance that is leading the transformation of public education in Washingt
Charter School Board (PCSB) is setting a national model for creating quality public school options through its rigorous review of new charter applications and effective oversight of charter school performance that is leading the transformation of public education in Washingto
School Board (PCSB) is setting a national model for creating quality
public school options through its rigorous review of new charter applications and effective oversight of charter school performance that is leading the transformation of public education in Washingto
public school options through its rigorous review of new charter applications and effective oversight of charter school performance that is leading the transformation of public education in Washingto
school options through its rigorous review
of new
charter applications and effective oversight of charter school performance that is leading the transformation of public education in Washingt
charter applications and effective oversight
of charter school performance that is leading the transformation of public education in Washingt
charter school performance that is leading the transformation of public education in Washingto
school performance that is leading the transformation
of public education in Washingto
public education in Washington, DC.
To support my case, I presented three categories
of evidence: (1) the fact that national reform groups seem deeply concerned about Detroit; (2) the similarity in
performance between the city's
charter and traditional
public schools; and (3) the large negative effects
of two statewide voucher programs on student outcomes.
Whether competition from
charter schools can eventually spur academic improvements in traditional
public schools also depends on the academic
performance of the
charter schools themselves.
On the importance
of government, for example, Brian Eschbacher, executive director
of Planning and Enrollment Services in Denver
Public Schools, described policies and systems in Denver that help make choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common performance framework and accountability system for traditional and charter schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confi
Schools, described policies and systems in Denver that help make choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common
performance framework and accountability system for traditional and
charter schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confi
schools to ensure all areas
of a city have quality
schools, and a system that gives parents the information they need to choose schools confi
schools, and a system that gives parents the information they need to choose
schools confi
schools confidently.