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Starting Behind: A Comparative Analysis of the Academic Standing of Students Entering Charter Schools

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  • David R. Garcia
  • Lee McIlroy
  • Rebecca T. Barber

Abstract

Objectives. The purpose of this study is to assess if students enter charter schools at an academic disadvantage compared to students who make other types of school‐choice decisions, such as transferring between district schools, from a charter to a district school, or staying in the same school. We assess the demographic and academic characteristics of students prior to choosing to attend a charter school in comparison to students who made other types of school‐choice decisions and broaden the operational definition of a “disadvantaged” student when exploring differences between charter and district students to include academic achievement prior to entering a school. Methods. The analysis is conducted with student‐level panel data and a progressive series of ANCOVA models that were estimated using ordinary least squares (OLS) regression. This methodology allows for a comparison of the mean differences in academic achievement among students who made different types of school‐choice decisions while controlling for student‐level covariates. Results. Students who transferred from district to charter schools had the lowest levels of prior academic achievement compared to students who made other types of choice decisions. Conclusions. When Arizona charter authorizers face the deluge of renewal decisions that are approaching, the quality of education available to the next generation of charter school students is at stake. Renewal decisions will impact what choices are available going forward and, given the comparative academic disadvantage of charter school students prior to entering, those decisions should take into consideration the starting point for students entering charter schools.

Suggested Citation

  • David R. Garcia & Lee McIlroy & Rebecca T. Barber, 2008. "Starting Behind: A Comparative Analysis of the Academic Standing of Students Entering Charter Schools," Social Science Quarterly, Southwestern Social Science Association, vol. 89(1), pages 199-216, March.
    • Handle: RePEc:bla:socsci:v:89:y:2008:i:1:p:199-216
    DOI: 10.1111/j.1540-6237.2008.00528.x
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    References listed on IDEAS

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    1. Hanushek, Eric A. & Kain, John F. & Rivkin, Steven G. & Branch, Gregory F., 2007. "Charter school quality and parental decision making with school choice," Journal of Public Economics, Elsevier, vol. 91(5-6), pages 823-848, June.
    2. Bast, Joseph L. & Walberg, Herbert J., 2004. "Can parents choose the best schools for their children?," Economics of Education Review, Elsevier, vol. 23(4), pages 431-440, August.
    3. Richard Buddin & Ron Zimmer, 2005. "Student achievement in charter schools: A complex picture," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(2), pages 351-371.
    4. Randall W. Eberts & Kevin Hollenbeck, 2002. "Impact of Charter School Attendance on Student Achievement in Michigan," Upjohn Working Papers 02-80, W.E. Upjohn Institute for Employment Research.
    5. Tim R. Sass, 2006. "Charter Schools and Student Achievement in Florida," Education Finance and Policy, MIT Press, vol. 1(1), pages 91-122, January.
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    Cited by:

    1. Richard O. Welsh & Matthew Duque & Andrew McEachin, 2016. "School Choice, Student Mobility, and School Quality: Evidence from post-Katrina New Orleans," Education Finance and Policy, MIT Press, vol. 11(2), pages 150-176, Spring.

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