Charter Schools Prompting Improvement in School Districts According to Two U.S. Department of Education Reports

2001 ◽  
Author(s):  
Keyword(s):  
School Districts ◽  
Charter Schools ◽  
Department Of Education

scholarly journals When the Walls Come Down: Evidence on Charter Schools’ Ability to Keep Their Best Teachers Without Unions and Certification Rules

2021 ◽  
pp. 016237372110472
Author(s):  
Nathan Barrett ◽  
Deven Carlson ◽  
Douglas N. Harris ◽  
Jane Arnold Lincove
Keyword(s):  
School Districts ◽  
Charter Schools ◽  
School Reform ◽  
Labor Markets ◽  
New Orleans ◽  
Average Quality ◽  
Teacher Labor Markets ◽  
And Performance ◽  
Best Teachers ◽  
The Relationship

Theories of market-based school reform suggest that teacher labor markets may be inefficient because schools lack autonomy to incentivize performance in hiring, retention, and compensation. We test this empirically by comparing teacher exits in the deregulated market of New Orleans with neighboring traditional school districts. We find that the relationship between teacher performance and retention is stronger in the deregulated market. We also find positive associations between salary and performance, but only when teachers transfer from one charter school to another. While teacher retention is more closely tied to performance in New Orleans, this did not yield a net gain in teacher quality, because new teachers in New Orleans were of lower average quality than their peers in neighboring districts.

Do charter schools alleviate the negative effect of teacher turnover?

2018 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Karlerik Naslund ◽  
Branco Ponomariov
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Teacher Turnover ◽  
Public School Districts ◽  
Theory And Practice ◽  
Labor Practices ◽  
Negative Effect ◽  
Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

Crossroads: Integration and segregation in suburban school districts

2020 ◽  
Vol 101 (5) ◽  
pp. 44-49
Author(s):  
Iris C. Rotberg
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Ethnically Diverse ◽  
Suburban Schools ◽  
Asian Students ◽  
Montgomery County ◽  
Demographic Diversity ◽  
Suburban School Districts ◽  
Large Numbers

As U.S. suburbs become more racially and ethnically diverse, they have the opportunity to make their schools similarly diverse. But integration is not assured, even in districts with significant demographic diversity. Iris Rotberg draws on Montgomery County Public Schools, a suburban Maryland district, to illustrate the opportunities and risks present in many other suburban districts. While large numbers of Montgomery County students attend diverse schools, segregation is a growing problem in the higher-poverty schools, and Black and Latinx students attending these schools have become more segregated in recent years. At the same time, White and Asian students attending low-poverty schools are in more diverse environments. Rotberg considers how policies related to school boundaries, housing, charter schools, and district secession have affected the integration of suburban schools.

Underrepresentation in Gifted Education in the Context of Rurality and Socioeconomic Status

2020 ◽  
pp. 1932202X2096914
Author(s):  
Jaret Hodges ◽  
Marcia Gentry
Keyword(s):  
Socioeconomic Status ◽  
Native American ◽  
School Districts ◽  
Gifted Education ◽  
Department Of Education ◽  
Important Goal ◽  
Florida Department ◽  
Level Model ◽  
Multi Level ◽  
Subsidy Programs

Proportional identification of students for gifted services in Florida school districts is an important goal. A multi-level model was used to analyze school district data from the Florida Department of Education from the 2011–2016 academic years. Results from the study indicate that the likelihood of identification of students varied by their socioeconomic status. Students who were Black were 59% more likely to be identified for gifted services if they participated in federal meal subsidy programs. However, the likelihood of identification for students who are Latinx or Native American decreased by 47% and 38%, respectively, when compared with peers who did not participate in federal meal subsidy programs.

Fiscal Impacts of Charter Schools: Lessons from New York

2014 ◽  
Vol 9 (1) ◽  
pp. 86-107 ◽  
Author(s):  
Robert Bifulco ◽  
Randall Reback
Keyword(s):  
New York ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Charter School ◽  
Financing Policies ◽  
Traditional Public Schools ◽  
Excess Costs ◽  
Fiscal Impacts ◽  
School Financing

This brief argues that charter school programs can have direct fiscal impacts on school districts for two reasons. First, operating two systems of public schools under separate governance arrangements can create excess costs. Second, charter school financing policies can distribute resources to or away from districts. Using the city school districts of Albany and Buffalo in New York, we demonstrate how fiscal impacts on local school districts can be estimated. We find that charter schools have had fiscal impacts on these two school districts. Finally, we argue that charter schools policies should seek to minimize any avoidable excess costs created by charter schools and ensure that the burden of any unavoidable excess costs is equitably distributed across traditional public schools, charter schools, and the state. We offer concrete policy recommendations that may help to achieve these objectives.

scholarly journals An examination of the bidirectional relationship between federal civil rights guidance and research

2020 ◽  
Vol 28 ◽  
pp. 104
Author(s):  
Maria M. Lewis ◽  
Sarah Kern
Keyword(s):  
School Districts ◽  
Civil Rights ◽  
Department Of Education ◽  
Admissions Policies ◽  
Office For Civil Rights ◽  
Legal Obligations ◽  
Bidirectional Relationship ◽  
Guidance Documents ◽  
Research Questions ◽  
Policy Guidance

As the primary agency responsible for enforcing federal civil rights laws in the educational context, the U.S. Department of Education Office for Civil Rights (OCR) issues policy guidance to help ensure that school districts and universities understand their legal obligations. These policy guidance documents have direct connections to topics studied by educational researchers (e.g., disproportionality in special education, race conscious admissions policies in higher education, transgender student inclusion, etc.). However, we do not have an empirical understanding of how this guidance is used by the research community. Nor do we have a strong grasp on the extent to which this guidance is explicitly informed by research. It is important to acquire an empirical understanding of the bidirectional relationship between research and educational policy in the context of civil rights enforcement in order to determine areas of strength and those in need of improvement. Specifically, this study poses the following research questions: 1) How often and in what ways do scholars explicitly use OCR policy guidance to inform their research? What are the characteristics of this research? 2) Conversely, how often and in what ways does OCR explicitly use research to inform policy guidance? What are the characteristics of research cited in OCR guidance?

Students with Disabilities and School Choice

2019 ◽  
Author(s):  
Robert Garda ◽  
Wendy Hensel ◽  
Paul O’Neill
Keyword(s):  
United States ◽  
School Districts ◽  
School Choice ◽  
Charter Schools ◽  
Students With Disabilities ◽  
The United States ◽  
Section 504 ◽  
Education Reforms ◽  
Schools Of Choice ◽  
Legal Challenges

School choice is one of the primary education reforms currently sweeping the United States. School choice systems create unique challenges for students with disabilities and schools of choice in serving such students. While there are a variety of school choice systems, this chapter focuses on three types of school choice models—charter schools, portfolio school districts, and voucher programs—and the unique policy and legal challenges they present for students with disabilities. Specifically, this chapter examines the interplay of these school choice reforms with the United States laws regarding students with disabilities: the Individuals with Education in Disabilities Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act (ADA). The challenges, barriers and problems are examined and solutions are proposed that consider both the laws regarding students with disabilities and the structures of the choice programs.

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