Explaining Charter School Effectiveness
AbstractEstimates using admissions lotteries suggest that urban charter schools boost student achievement, while charter schools in other settings do not. Using the largest available sample of lotteried applicants to charter schools, we explore student-level and school-level explanations for this difference in Massachusetts. In an econometric framework that isolates sources of charter effect heterogeneity, we show that urban charter schools boost achievement well beyond that of urban public school students, while non-urban charters reduce achievement from a higher baseline. Student demographics explain some of these gains since urban charters are most effective for non-whites and low-baseline achievers. At the same time, non-urban charter schools are uniformly ineffective. Our estimates also reveal important school-level heterogeneity within the urban charter sample. A non-lottery analysis suggests that urban charters with binding, well-documented admissions lotteries generate larger score gains than under-subscribed urban charter schools with poor lottery records. Finally, we link charter impacts to school characteristics such as peer composition, length of school day, and school philosophy. The relative effectiveness of urban lottery-sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education.
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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 6525.
Length: 59 pages
Date of creation: Apr 2012
Date of revision:
Publication status: published in: American Economic Journal: Applied Economics, 2013, 5 (4), 1-27
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Other versions of this item:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-05-22 (All new papers)
- NEP-EDU-2012-05-22 (Education)
- NEP-LAB-2012-05-22 (Labour Economics)
- NEP-LTV-2012-05-22 (Unemployment, Inequality & Poverty)
- NEP-URE-2012-05-22 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:
- Sorting through heterogeneity of impact to enhance policy learning
by Jed Friedman in Development Impact on 2012-11-21 13:18:30
- Cortes, Kalena & Goodman, Joshua & Nomi, Takako, 2013. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Working Paper Series rwp13-009, Harvard University, John F. Kennedy School of Government.
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