It bears noting that these charter results are significantly better than the national average CREDO reported in 2009, in which just 17 percent of charter schools in the 16 states they studied performed better
than their district counterparts.
It's also true that CMOs sometimes serve fewer special needs and ELL students and students with severe behavior challenges
than their district counterparts, so achievement studies have to take that into account.
Overall, Leading Educators reports, students taught by teams led by Leading Educators fellows achieved five times more improvement on state standardized tests
than their district counterparts in Kansas City in 2011 — 12, and 12 times more than their counterparts across the districts they serve in New Orleans.
Specifically, the data book reports that two public charter schools in Eastern Idaho serve a significantly lower number of Hispanic students
than their district counterparts (24 % in public charter vs. 51 % in the Jerome Joint SD, for example).
Connecticut charter schools also tend to serve less needy, therefore less expensive - to - educate, students
than their district counterparts.
Explorations, like all state charter schools in Connecticut, receives $ 11,000 per student each year, which is on average $ 4,000 less
than their district counterparts.
Last time I checked, the highest performing charters were doing better
than their district counterparts in urban districts, but very few of these schools have come close to closing the achievement gap when it comes to college and career - readiness.
But charter schools are funded about one - third less
than their district counterparts.
It's worth noting, too, that charters don't necessarily achieve better results
than their district counterparts.
Danbury magnet schools, however, enroll 17 % fewer ELL students
than their district counterparts; this represents the largest enrollment gap in the GHA.
An updated IBO report confirms that not only do NYC charter schools receive less in public spending
than their district counterparts, but this funding disparity continues to grow.
Charter school teachers were also more likely
than their district counterparts to cite a desire for a better salary and benefits package or dissatisfaction with the school as reasons for changing schools or leaving teaching altogether.
New Haven's Board of Education released attrition data last February that showed charters consistently lose a smaller percentage of their students throughout the school year
than their district counterparts.
«This year's preliminary results show that 83 percent of charter school students scored higher in English Language Arts
than their district counterparts, while 78 percent of charter school students did the same in math.
In the 2015 - 2016 school year, they had a 2.6 % suspension rate, and in each school we analyzed, the school's suspension rate, both in total and disaggregated by race, was lower
than its district counterpart, and in many cases was zero (Department of Education: Office of Civil Rights 2016).
Not exact matches
The Northfield Park
District has demanded that its
counterparts in Northbrook and Glenview return more
than 1,000 acres ceded to them 13 years ago or be sued, it was disclosed Monday.
Municipal employees in Central New York tend to make more
than their
counterparts in the Capital
District but less
than public employees in Western New York, which includes Buffalo, and the Finger Lakes region, which includes Rochester, the report said.
City charter schools in public school buildings are far more overcrowded
than their
district - run
counterparts, a new analysis of NYC Education Department data shows.
New York City students did better on the tests
than their upstate
counterparts in large urban
districts.
Living below the poverty line, Brittany is six times more likely to drop out of high school
than her
counterparts in suburban and wealthy
districts.
The result is that smaller
districts in many states receive more funds per pupil
than do their larger
counterparts.
In 2009, CREDO reported that charter students performed somewhat worse in reading and substantially worse in math
than their
district school
counterparts.
As in most other school
districts, the teachers in higher - poverty schools in our sample have fewer years of experience
than their
counterparts in lower - poverty schools (11.8 years vs. 14.0 years).
According to research from Stanford, Bay State charter pupils gain 1.5 months more learning in reading during a single school year
than their
district - schooled
counterparts.
Teachers at LACES probably have more work to do
than their
counterparts in other
districts schools, but the longer hours for staff members pay off in the relationships they build with students and peers, Rutschman said.
In L.A., however, where most charters serve poor and minority students — and appear to be doing a better job of it
than many of their
district - school
counterparts — there is more at stake.
In Houston, charters actually receive $ 650 more for each pupil
than do their
district counterparts.
Now, as we return authority to states and
districts, no one should imagine that folks in the states are somehow smarter or more informed
than their
counterparts in Washington (although I've never quite understood why Washington - centric reformers are so confident that the obverse is true — that political appointees at the U.S. Department of Education are nobler, smarter, and care more
than those yahoos out there in the states.
Charter schools are privately managed and typically enjoy more autonomy
than their
district - run
counterparts.
Schools in both sectors receive significantly less funding
than their
district school
counterparts.
Elementary and middle charters, on average, did better
than their
counterpart district schools, while charter high schools did not.
Schools run by CMOs have produced greater gains in student learning on state assessments
than their
district - school
counterparts, while the mom - and - pops have fared less well, possibly making the single - site schools less attractive to authorizers.
This is a major improvement over previous CREDO studies, which showed that students in Texas charter schools actually learned less
than their
district school
counterparts.
The largest unified
districts in Southern California tend to achieve better outcomes in educating traditionally underserved student populations
than their Northern California
counterparts, based on newly - released assessments of how well schools are teaching Latino, African - American and low - income students.
GCI also found that charter schools paid teachers on average 20 % less
than public school
districts while paying administrators significantly more (about 50 % greater
than their
counterparts in similar - sized public school
districts).
A study more specific to Florida — Charter High Schools» Effects on Long - Term Attainment and Earnings — showed that students who attend Florida charter high schools are more likely to stay in college and earn more money
than their
counterparts in
district schools.
The policy report also finds that charter school teachers earn 20 percent less
than public
district school teachers while their executives (often the charter holders) earn on average 50 percent more
than their
counterparts in similarly - sized public school
districts.
In fact, public charters are doing better
than their
district school
counterparts at getting these at - risk students to graduate, as can be seen in data from the 2008 high school cohort (students graduating four years later and released in 2013).
They earn about 10 percent more
than their
counterparts in surrounding
districts and can earn additional 10 percent bonuses if their students meet academic goals.
As shown below, despite taxing 11 cents less
than their
counterparts, the top 5 percent of property - wealthy school
districts in the state access over $ 1,100 more per WADA
than the bottom 5 percent.
In 2014, New York City's budget office released a report making the claim that attrition among charter schools of special education students was higher
than their
district public school
counterparts.
Given that the one out of every eight white suburban fourth - graders not on free - or - reduced lunch are struggling with reading is equal to the levels in big - city
districts — and the rate of black fourth - grade suburban
counterparts who are functionally illiterate is only four percentage points lower
than that of big - city peers — suburban
districts are actually falling down on their jobs.
Unfortunately, fiscal inequities continue to persist, with low - income
districts and schools receiving less funding
than their higher - income
counterparts.
Looking at the 15 largest
districts in California authors Cristina Sepe and Marguerite Roza, demonstrate that teachers at risk of layoff are concentrated in schools with more poor and minority students, concluding that «last in, first out» policies disproportionately affect the programs and students in their poorer and more minority schools
than in their wealthier, less minority
counterparts.
The Obama Administration's decision to allow states to implement supposedly «ambitious» yet «achievable» proficiency targets — usually with lower proficiency rates for poor and minority kids
than for middle - class and white
counterparts — allow
districts and schools to do little to help those kids succeed.
Meanwhile it allowed states such as Virginia, Florida, and Tennessee to define proficiency down for poor and minority kids by setting Plessy v. Ferguson - like proficiency targets that only require
districts to ensure that fewer black and Latino kids are learning at proficient levels
than their white and Asian
counterparts.
The study of charter schools in 15 states and the
District of Columbia found that, nationally, only 17 % of charter schools do better academically
than their traditional
counterparts, and more
than a third «deliver learning results that are significantly worse
than their student [s] would have realized had they remained in traditional public schools.»
Rural
districts also tended to have more staff per pupil, in general,
than their urban
counterparts.
At the same time, parents in those same cities often hear claims by many charter schools that their students score two or three times higher
than their
district school
counterparts.
Fact 6: While charter schools are predominantly located in urban areas, charter schools, on average, are more racially / ethnically diverse *
than their traditional
district school
counterparts (comparative
districts).