Twelve studies find that overall gains in charter schools are larger than other public schools; four find charter schools’ gains higher in certain significant categories of schools; six find comparable gains; and, four find that charter schools’ overall gains lagged behind traditional schools.
Source: Charter School Achievement: What We Know, July 2005 Update
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http://wwwlib.umi.com/dissertations/fullcit/9965645
This research examined a charter school in Connecticut for qualitative evidence of organizational innovation and experimentation, proclaimed characteristics of charter schools. Findings suggest that the charter school's organizational features are similar to those of the traditional public-high-school model, and that the school did not always measure-up to ideal standards of innovation in charter schools. However, the school did exhibit a number of important innovative features. For example, its goals were formulated at the school-level by its founders, instead of at the state and local school-district level as they typically are in traditional public-high schools. Furthermore, the small-school environment allowed the school's teachers to develop strong, emotional relationships with students: family-like, caring, personal, familiar, respecting, and patient. Teachers also had clear expectations for student behavior, and they believed that close relationships with students allow them to push students to follow their expectations.
(excerpt from author's abstract)
Date: 2000
Source: Boston University
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