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Full-Text Articles in Education
No Excuses Charter Schools: A Meta-Analysis Of The Experimental Evidence On Student Achievement, Albert Cheng, Collin Hitt, Brian Kisida, Jonathan N. Mills
No Excuses Charter Schools: A Meta-Analysis Of The Experimental Evidence On Student Achievement, Albert Cheng, Collin Hitt, Brian Kisida, Jonathan N. Mills
Education Reform Faculty and Graduate Students Publications
While charter schools differ widely in philosophy and pedagogical views, the United States’s most famous urban charter schools typically use the No Excuses approach. Enrolling mainly poor and minority students, these schools feature high academic standards, strict disciplinary codes, extended instructional time, and targeted supports for low-performing students. The strenuous and regimented style is controversial amongst some scholars, but others contend that the No Excuses approach is needed to rapidly close the achievement gap. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools. Focusing on experimental studies, we find that No Excuses charter schools significantly …
The Waivers Sought By Arkansas Charters: Should They Be Extended To All?, Sarah C. Mckenzie, Gary W. Ritter
The Waivers Sought By Arkansas Charters: Should They Be Extended To All?, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
Should traditional public school districts be allowed to use the same waivers as nearby charter schools? Perhaps the flexibility afforded to charters might be helpful for all schools by allowing them to become nimble, responsive organizations, less governed by inertia and more guided by innovation. House Bill 1377 proposes such an extension of waivers. In this brief, we examine the most common waivers that charter schools request to assess what types of waivers could be available to traditional public schools if House Bill 1377 were signed into law.
An Examination Of Student Achievement In Michigan Charter Schools, Randall W. Eberts, Kevin Hollenbeck
An Examination Of Student Achievement In Michigan Charter Schools, Randall W. Eberts, Kevin Hollenbeck
Randall W. Eberts
Since their inception in 1991, the number of and the student enrollment in charter school have burgeoned. However, little attention has been paid to their effects on student achievement. Proponents hypothesize direct and indirect positive impacts of charter schools on student achievement. The direct effect is through the restructuring of teaching and learning processes. The indirect effect operates through peer effects on learning and through the market forces of competition. This paper focuses on student achievement in charter schools in Michigan. The analyses presented here suggest that students attending charter schools in Michigan are not reaching the same levels of …
An Examination Of Student Achievement In Michigan Charter Schools, Randall W. Eberts, Kevin Hollenbeck
An Examination Of Student Achievement In Michigan Charter Schools, Randall W. Eberts, Kevin Hollenbeck
Kevin Hollenbeck
Since their inception in 1991, the number of and the student enrollment in charter school have burgeoned. However, little attention has been paid to their effects on student achievement. Proponents hypothesize direct and indirect positive impacts of charter schools on student achievement. The direct effect is through the restructuring of teaching and learning processes. The indirect effect operates through peer effects on learning and through the market forces of competition. This paper focuses on student achievement in charter schools in Michigan. The analyses presented here suggest that students attending charter schools in Michigan are not reaching the same levels of …
Students' Perceptions Of Life Skill Development In Project-Based Learning Schools, Kimberly Ann Meyer
Students' Perceptions Of Life Skill Development In Project-Based Learning Schools, Kimberly Ann Meyer
All Graduate Theses, Dissertations, and Other Capstone Projects
This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from 2 project-based learning charter schools in Minnesota. One school was located in a rural location; …