Sentences with phrase «urban charter schools on»

Research by Stanford University's Center for Research on Education Outcomes found across 41 regions, urban charter schools on average achieve significantly greater student success in both math and reading.

According to the Center for Research on Education Outcomes (CREDO) «urban charter schools on average achieve significantly greater student success in both math and reading, which amounts to 40 additional days of learning growth in math and 28 days of additional growth in reading.»

Nationally, urban charter schools on average achieved significantly greater student success in both math and reading than traditional public schools, said the study, which covered the academic years 2006 - 07 to 2011 - 12.

But if the spillover effects of urban charter schools on district schools are confined to relatively small neighborhoods, then findings from prior analyses may well be underestimates.

Nascent research on the effects of urban charter schools on other outcomes also shows promising results.

Not exact matches

To explore the influence of school choice on district policy and practice, we scoured media sources for evidence of urban public - school districts» responses to charter competition.

In that election, voters decisively rejected a statewide measure that would have raised a cap on the number of charter schools that was binding only in the state's urban centers.

Innovative schools in urban areas show that all children can achieve at high levels given the chance, building on the promise of the No Child Left Behind Act, U.S. Secretary of Education Rod Paige said while visiting the Amistad Academy charter school in New Haven, Connecticut, in 2004.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

Efforts to bring the academic results of some of the nation's best urban charter schools to a far larger scale are «sharply constrained» by limits on the supply of talent willing and able to undertake the highly demanding work, argues a new working paper by Steven F. Wilson, a senior fellow at Education Sector, a Washington think tank.

This comparison is likely to generate misleading conclusions for one simple reason, as the authors themselves point out on the first page of the executive summary and then again on page 57 of the full report: «the concentration of charter schools in urban areas skews the charter school enrollment towards having higher percentages of poor and minority students.»

They would have been built in a handful of urban communities, where 32,000 children, a majority black and Latino, were sitting on waiting lists of existing charters as they languished in underperforming district schools.

«Many of the teachers — who worked at all grade levels in both public and charter schools, in urban and suburban settings — did their best to cobble together lessons on their own, while also managing the intense demands of the first years of teaching,» says Pforzheimer Professor Susan Moore Johnson, director of the Project on the Next Generation of Teachers.

In Arizona, a state that has always had charter schools that draw middle - class students, there is evidence that, on average at least, charters are not doing any better at raising student achievement than district schools; outside of urban areas, they appear to do a bit worse.

And to turn back to school choice for a moment, Imberman finds that charters in an unnamed urban district had no effect on student tests scores — but had large positive effects on discipline and attendance.

In a speech Thursday to the National Urban League in Washington, the president offered a rebuttal to such criticism, saying the steps the program encourages states to take, including lifting caps on charter schools and using student data to inform teacher evaluation, are the right ones.

We have rigorous statistical evidence from Stanford's Center for Research on Education Outcomes (CREDO) that urban charter schools outperform traditional schools (the table below comes from their 2015 study of charters in 41 urban regions), and I believe this should be our nation's preferred school improvement strategy.

The result is Fordham's new study School Closures and Student Achievement: An Analysis of Ohio's Urban Districts and Charter Schools, which brings to bear fresh empirical evidence on this critical issue.

Charter market share is significant and growing in most big cities, meaning authorizing will have a major bearing on the future of urban public schooling.

According to a 2015 study by the Center for Research on Education Outcomes (CREDO) at Stanford University, students enrolled in urban charter schools gained 40 additional days of learning in math per year and 28 additional days in reading compared to students in district schools.

In states like Colorado, where charters are perceived as public schools serving local students, advocates may find they can build bipartisan support, especially in light of traditional conservative support for charter schools and the sector's continued focus on serving disadvantaged, urban students, which appeals to liberals.

In short, the takeaway from the charter literature seems to be that they are, on average, more effective than traditional public schools in urban settings and perhaps should be encouraged there, but that authorizers and policy contexts matter tremendously in determining whether these schools succeed or not.

The problem is that often the forest gets lost because the leaves aren't counted: the authors describe a CREDO report's conclusions on the cumulative advantage of urban charter schools for poor African American students but give the reader no sense of how trustworthy they deem the report to be nor how significant the purported charter - school impact is — compared, for example, to results of any other major school - reform strategy.

The current cap on charter schools in Massachusetts is binding only in urban districts like Boston, Holyoke, Chelsea, and Lawrence, where a sizable fraction of students already attend charters.

A session on teacher pensions featured a presentation from Cory Koedel, Shawn Ni, Michael Podgursky, and P. Brett Xiang analyzing how well defined benefit pension plans serve urban and charter school teachers in Missouri.

Philadelphia Performing Arts Charter School, run by String Theory Schools, is an urban K — 12 campus that leverages technology and an emphasis on entrepreneurship to make learning relevant and real for students.

According to a 2015 study of charters in urban regions across the country, conducted by the Center for Research on Education Outcomes at Stanford University, African - American students at charters out - performed comparable students at nearby public schools in math by roughly a half years» worth of learning.

Recent studies have cast doubt on the value of charter schools in DeVos» home state of Michigan, but an earlier study by Brookings found urban charter schools across the country succeeding even as suburban ones have not.

On average, charter schools show higher achievement than traditional public schools, especially with traditionally underserved student groups and in urban environments.

Phillip Lovell, vice president of federal advocacy at the nonprofit Alliance for Excellent Education, which focuses on high school reform, says that there are simply not enough good charter school providers to take the place of all the low - performing, large urban high schools.

Over time, political debating points have pigeonholed urban charter schools, especially those run by for - profits and charter management organizations, as an industrialized sector bent on homogenization.

Massachusetts» urban charter school students are drawn from a population in which middle school students generally score below the average on state - wide math and English tests.

On the NAEP exams in reading and mathematics, students in charter schools perform no better than those in regular public schools, whether one looks at black, Hispanic or low - income students, or students in urban districts.

Given these results, and given that there have yet to be long - term studies on impacts on later - life outcomes for our state's urban charter schools, caution is warranted.

By allowing Catholic schools to receive government funding, a religious - charter policy could honor the traditions of both Catholic education and the chartering movement, allow these schools to carry on their service to the most at - risk urban students, and adhere to state standards, assessments, and accountability frameworks.

These include substantial spending to boost student achievement in urban schools, networks of charter schools as alternatives in urban public districts, and academic benchmarks on standardized tests for schools as well as students.

America's outstanding urban charter schools shed light on the subject in a way both vexing and encouraging to Catholic education's biggest champions.

This faith - based charter compromise could lead to a renewed urban school system — one based on equitable funding, more diverse options, parental choice, and comprehensive transparency and accountability.

An earlier EdNext article looks at the impact of charter competition on policy and practice in urban school districts.

«We are pleased that our findings about what makes these urban charter schools successful and the challenges that remain have the potential to inform the work of many who seek to improve on educational outcomes for children.»

And a still - newer 2015 CREDO analysis, examining charter schools in 41 urban communities, found them, on average, achieving 40 additional days of learning growth in math and 28 days in reading compared to matched peers in district schools.

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.

This research shows that charter schools in the urban areas of Massachusetts have large, positive effects on educational outcomes.

He wants to train up super-talented people to be superintendents and turn them loose on urban school systems, to invest in charter school networks that are hitting their numbers and performing miracles regularly.

«The charter school industry has targeted our relatively small urban district with an over-saturation of charters that causes a financial drain, without concern for the impact on the majority of students who will continue to attend the public schools.»

NBFA is a tuition - free, public charter school, proudly distinguished by: • A progressive educational model that weaves trauma - sensitive, emotionally responsive practice into every classroom • Social emotional learning steeped in child development best practices • Parental involvement, in and outside of the classroom • Consistent, competitive high - school placement at such schools as Kolbe Cathedral, Hopkins and Fairfield Prep NBFA is located on an «urban campus» at 184 Garden Street, Bridgeport, CT (within a mile of the University of Bridgeport and the beach at Seaside Park).

Brass City Charter School depends on the generosity of foundations, corporations, public agencies, and individuals to realize its mission of providing our students a rigorous, well - rounded and emotionally supportive education that will eliminate the achievement gap characteristic of urban underserved students and enable them to lead meaningful and productive lives both for themselves and for their community.

Last month, Stanford University's Center for Research on Education Outcomes (CREDO), the nation's foremost independent analyst of charter public school effectiveness, released a comprehensive Urban Charter Schools Report and offers unprecedented insight into the effectiveness of charter public scharter public school effectiveness, released a comprehensive Urban Charter Schools Report and offers unprecedented insight into the effectiveness of charter public sCharter Schools Report and offers unprecedented insight into the effectiveness of charter public sSchools Report and offers unprecedented insight into the effectiveness of charter public scharter public schoolsschools.

See what some of the best urban charter school leaders have to say about why they do what they do (and how they achieve such great results in their inner - city schools) in our short film Unchartered Territory; click on the photo to watch this short film on SnagFilms.com for free.

The University of Chicago Women's Board and the Urban Education Institute volunteer committee welcomed nearly 60 young women from the University of Chicago Charter School's Woodlawn Campus to the Quadrangle Club on Wednesday, May 8 for an opportunity to network with female leaders in Chicago.