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
|
|
 |
|
|
Download: 
http://educationevolving.org/pdf/evaluating.pdf
This brief argues that charter school evaluations are asking the wrong set of questions. Evaluation should be done on the institutional innovation of chartering — not just on the schools that result from the chartering process. Questions that should be asked include: Is the opportunity for individuals and organizations other than districts to create new public schools accomplishing the original objectives behind these laws? Are at least some of these new schools using fundamentally different models for teaching and learning, with significant potential to improve student achievement? Are different organizational arrangements appearing, with significant potential to help break out of the economically-unsustainable model of "school" that now characterizes the district sector? The author proposes that this type of evaluation would be more successful in determining whether key elements of the charter sector are working as intended.
Date: 2003
Source: Education Evolving
|
