School Choice and Student Performance: Evidence from Milwaukee’s Choice Program

2009 ◽  
Vol 37 (4) ◽  
pp. 447-448
Author(s):  
Tracy Ann L. Henry ◽  
Chris Paul
Keyword(s):  
School Choice ◽  
Student Performance ◽  
Choice Program

scholarly journals Critique of "An Evaluation of the Florida A-Plus Accountability Program"

2001 ◽  
Vol 9 ◽  
pp. 7 ◽  
Author(s):  
Gregory Camilli ◽  
Katrina Bulkley
Keyword(s):  
School Choice ◽  
Sample Selection ◽  
Careful Analysis ◽  
School Vouchers ◽  
Regression To The Mean ◽  
Low Performing Schools ◽  
Accountability System ◽  
The Mean ◽  
To Receive ◽  
Choice Program

In 1999, Florida adopted the "A-Plus" accountability system, which included a provision that allowed students in certain low-performing schools to receive school vouchers. In a recently released report, An Evaluation of the Florida A-Plus Accountability and School Choice Program (Greene, 2001a), the author argued that early evidence from this program strongly implies that the program has led to significant improvement on test scores in schools threatened with vouchers. However, a careful analysis of Greene's findings and the Florida data suggests that these strong effects may be largely due to sample selection, regression to the mean, and problems related to the aggregation of test score results.

scholarly journals Accountability and the pressures to exclude: A cautionary tale from England.

2005 ◽  
Vol 13 ◽  
pp. 26 ◽  
Author(s):  
E. Rustique-Forrester
Keyword(s):  
School Choice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
The United States ◽  
International Perspective ◽  
Unintended Consequences ◽  
High Stakes ◽  
Ranking Systems ◽  
Improve Student Performance ◽  
The Impact

Recent studies have produced conflicting findings about whether test-based rewards and sanctions create incentives that improve student performance, or hurdles that increase dropout and pushout rates from schools. This article reports the findings from a study that examined the impact of England's accountability reforms and investigated whether the confluent pressures associated with increased testing, school ranking systems, and other sanctions contributed to higher levels of student exclusion (expulsion and suspension). The study found that England's high-stakes approach to accountability, combined with the dynamics of school choice and other curriculum and testing pressures led to a narrowing of the curriculum, the marginalization of low-performing students, and a climate perceived by teachers to be less tolerant of students with academic and behavioral difficulties. A comparison of higher- and lower-excluding schools, however, found that these effects were more pronounced in the higher-excluding schools, which lacked strong systems and internal structures for supporting staff communication, teacher collaboration, and students' individual needs. The study offers an international perspective on recent trends toward greater accountability in education, pointing to a complex inter-relationship between the pressures of national policies and the unintended consequences on schools' organizational and teachers' instructional capacities. The study's findings raise particular implications for the United States and show that in the design of accountability systems, attention must be paid to how the pressures from accountability will affect the capacity of schools and teachers to respond to students who are low-performing and struggling academically.

scholarly journals The Feasibility of Creating and Sustaining Charter Schools in the Rural United States

2020 ◽  
Author(s):  
McAllister Hall
Keyword(s):  
Rural Communities ◽  
School Choice ◽  
Charter Schools ◽  
Student Performance ◽  
Rural Areas ◽  
School Characteristics ◽  
Community Characteristics ◽  
National Conversation ◽  
Financial Characteristics ◽  
The U.S

Many parents in rural areas desire to make a choice for their child to have an education different from what the local TPS can provide, but the choice is not available (McCarthy, 2016, Bagley, Woods, & Glatter, 2001). Communities play a large role in the success of both TPSs and charter schools, especially in rural areas (Johnson & Howley, 2015, Stuit & Doan, 2012). In many cases, community characteristics impact student performance as much as the school characteristics (Bodine et al., 2008, Reeves, 2012). The research presented in this study acts as a feasibility study of the potential for rural communities across the U.S. to create and sustain charter schools, given their financial characteristics. This research adds to the national conversation of school choice by determining the accessibility and plausibility of U.S. students across the country, including those in rural areas, to have increased access to school choice options.

scholarly journals Academic Assessment

Psychology ◽  
2019 ◽  
Author(s):  
Karen L. Gischlar
Keyword(s):  
School Choice ◽  
Student Performance ◽  
Intervention Program ◽  
Individual Student ◽  
Assessment Data ◽  
Policy And Practice ◽  
Special Education Eligibility ◽  
Academic Assessment ◽  
Statewide Assessment ◽  
The Individual

In the field of education, assessment is used to evaluate and document the learning progress and educational needs of students. Assessment takes many forms, including direct and indirect methods and summative and formative measures, and occurs across levels from the individual student to the district and state levels. At the individual student, classroom, and school levels, academic assessment data are used to make instructional decisions regarding differentiation, intervention, program placement, and special education eligibility. Specifically, academic skills assessment enables the educator to determine student performance on tasks in the basics of reading, writing, and math against a criterion or standard (e.g., grade-level expectations) and in relation to same age or grade peers. At the district level, high-stakes statewide assessment data are used for accountability purposes, such as documenting adequate student progress. Additionally, statewide assessment results often are used to “grade” and rank schools and may influence decisions regarding allocation of resources and school choice vouchers. The purpose of this annotated bibliography is to provide an overview of general resources for academic assessment as well as more-specific resources for differing modalities and methods of assessment, applications, and implications for policy and practice. The bibliography includes seminal and contemporary references from educational publishers and peer-reviewed sources.

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