School choice, racial segregation, and test-score gaps: Evidence from North Carolina's charter school program*

2006 ◽  
Vol 26 (1) ◽  
pp. 31-56 ◽  
Author(s):  
Robert Bifulco ◽  
Helen F. Ladd
Keyword(s):  
School Choice ◽  
Charter School ◽  
Test Score ◽  
Racial Segregation ◽  
School Program ◽  
Test Score Gaps

District-Level School Choice and Racial/Ethnic Test Score Gaps

2021 ◽  
pp. 000283122199940
Author(s):  
Lorraine Blatt ◽  
Elizabeth Votruba-Drzal
Keyword(s):  
School Choice ◽  
Test Score ◽  
The United States ◽  
School Enrollment ◽  
District Level ◽  
Rapid Expansion ◽  
Magnet School ◽  
Black And White ◽  
Education Data ◽  
Test Score Gaps

The rapid expansion of school choice is restructuring public education in the United States. This study examines associations between charter and magnet school enrollment, White-Black and White-Hispanic segregation, and test score gaps at the district level from 2009 to 2015 in third to eighth grade using the Stanford Education Data Archive and the U.S. Department of Education's Common Core of Data. Robust findings indicate that higher charter school enrollment is associated with larger White-Black test score gaps and this effect is mediated by White-Black segregation. There is also evidence that magnet school enrollment is associated with White-Hispanic test score gaps. Overall, this study suggests that the expansion of school choice may have negative implications for structural education equity.

Understanding Charter School Leaders’ Perceptions of Competition in Arizona

2021 ◽  
pp. 0013161X2110373
Author(s):  
Benjamin Creed ◽  
Huriya Jabbar ◽  
Michael Scott
Keyword(s):  
Logistic Regression ◽  
School Choice ◽  
Charter School ◽  
Fixed Effects ◽  
Regression Models ◽  
School Leaders ◽  
State Level ◽  
Local Market ◽  
School Practices ◽  
Logistic Regression Models

Purpose: School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education—particularly in charter schools. This paper examines charter-school leaders’ competitive perception formation and the actions taken in response to competition. Research Methods: Using Arizona charter-school leaders’ responses to an original survey, Arizona Department of Education data, and the Common Core of Data, we examined the factors predicting the labeling of a school as a competitor. We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. We used logistic regression models to understand charter-school leaders’ responses to competition. Findings: We find charter-school leaders in Arizona perceived at least some competition with other schools, and their perceptions vary by urbanicity. While distance between schools mattered generally for labeling a school as a competitor, distance did not factor into labeling “top competitor” schools. Student outcomes did not predict competition between schools, but student demographics were associated with labeling a school a competitor. Charter-school leaders responded to competition through changes in outreach and advertising rather than curriculum and instruction. Competitive responses were related to the respondent school’s quality and the level of perceived competition. Implications for Research and Practice: We found charter-school leaders perceive competition and respond by changing school practices. Responses typically focus on marketing activities over productive responses. The novel state-level analysis allows us to test the effects of local market conditions typically absent in the literature.

scholarly journals Racial segregation and the black–white test score gap

2007 ◽  
Vol 91 (11-12) ◽  
pp. 2158-2184 ◽  
Author(s):  
David Card ◽  
Jesse Rothstein
Keyword(s):  
Test Score ◽  
Racial Segregation ◽  
Test Score Gap ◽  
White Test

Has Curriculum Closed the Test Score Gap in Math?

2004 ◽  
Vol 4 (1) ◽  
Author(s):  
Heather Rose
Keyword(s):  
High School ◽  
Test Score ◽  
Mathematics Curriculum ◽  
School Characteristics ◽  
National Education ◽  
Test Score Gap ◽  
National Education Longitudinal Study ◽  
White Test ◽  
Test Score Gaps ◽  
Hispanic White

Abstract This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly.

Betsy DeVos’s Education Reform Agenda: What Principals—and Their Publics—Need to Know

2018 ◽  
Vol 102 (1) ◽  
pp. 58-84 ◽  
Author(s):  
Leslie S. Kaplan ◽  
William A. Owings
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Education Reform ◽  
Charter School ◽  
Public Awareness ◽  
American Education ◽  
Reform Agenda ◽  
Track Record ◽  
Policy Goals ◽  
Education Leaders

Betsy DeVos, the new U.S. Secretary of Education, has a reform agenda to advance school choice. Her track record includes enabling charter school growth in Michigan at taxpayers’ expense with little oversight or accountability. Although an effective advocate, DeVos represents a broader policy movement to privatize American education, much of it happening beneath public awareness. Understanding Ms. DeVos’s policy goals, how the President and Congress are supporting these, and how privatization is occurring in states can help principals and education leaders recognize the stakes, learn what to watch for, and take appropriate actions to preserve and strengthen America’s public schools.

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