rethinking the charter school…
an interesting read from a cool education blog — here’s stanford’s credo report on the impact of charter schools on students (compared with traditional public schools). among the findings: there is a 2:1 ratio of bad charter schools to “good” charter schools.
some highlights:
The results suggest that new charter school students have an initial loss of learning in reading from charter school attendance compared to their counterparts in traditional public schools, and receive no impact in math. In subsequent years, charter school students have no significant impact in reading from charter school attendance compared to their counterparts in traditional public schools and an initial gain in math (p. 4).
The results show that in the District, Blacks enrolled in charter schools do about the same in reading and math compared to their counterparts in traditional public schools (p. 5).
Hispanics enrolled in charter schools also do about the same in reading and math compared to their counterparts in traditional public schools (p. 5).
As shown in the figure above, students in poverty enrolled in charter schools receive no significant benefit in reading or math compared to their counterparts in traditional public schools (p. 6).
Special Education students in charter schools in the District receive no significant benefit from charter school attendance compared to their counterparts in traditional public schools in either reading or math (p. 7).
English Language Learner students in charter schools in the District receive no significant benefit from charter school attendance compared to their counterparts in traditional public schools in reading or math (p. 8).
Retained students in charter schools in the District receive no significant benefit from charter school attendance compared to their counterparts in traditional public schools in reading or math (p. 9).
For students in the District, figures 8.a and 8.b show that charter schools are not creating significantly different results for students compared to their virtual peers from traditional public schools in either math or reading (p. 11).
