Student Academic Achievement in Charter Schools: What We Know and Why We Know So Little. Occasional Paper No. 41.

Content Provider	Semantic Scholar
Author	Miron, Gary Nelson, Christopher
Copyright Year	2001
Abstract	Student achievement is central to the policy debate over charter schools. This paper reviews what is currently known about charter schools' impact on student achievement. After documenting the dearth of systematic empirical studies on the topic, the paper combines the findings of existing research into an overall impact rating, weighted by the studies' methodological quality. It finds that the existing body of research reveals a mixed picture, with studies from some states suggesting a positive impact, studies from other states suggesting a negative impact, and some providing evidence of positive and negative impacts. Overall, the charter impact on student achievement appears to be mixed or very slightly positive. However, this conclusion is tempered by the fact that there are, as yet, no systematic studies of charter achievement in several states that have large numbers of charter schools. The paper concludes by offering some preliminary explanations for variations in charter performance across states and for the paucity of empirical evidence in many states. (Contains 48 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. Occasional Paper No. 41 National Center for the Study of Privatization in Education Teachers College, Columbia University Student Academic Achievement in Charter Schools: What We Know and Why We Know So Little ' Gary Miron and Christopher Nelson The Evaluation Center 401B Ellsworth Hall Western Michigan University Kalamazoo, MI 49008-5237 December 2001 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION ))tif CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED471981.pdf
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Language	English
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Resource Type	Article