Charter Schools in New York City: Who Enrolls and How They Affect Their Students' Achievement
AbstractWe analyze all but a few of the 47 charter schools operating in New York City in 2005-06. The schools tend locate in disadvantaged neighborhoods and serve students who are substantially poorer than the average public school student in New York City. The schools also attract black applicants to an unusual degree, not only relative to New York City but also relative to the traditional public schools from which they draw. The vast majority of applicants are admitted in lotteries that the schools hold when oversubscribed, and the vast majority of the lotteries are balanced. By balanced, we mean that we cannot reject the hypothesis that there are no differences in the observable characteristics of lotteried-in and lotteried-out students. Using the lotteries to form an intention-to-treat variable, we instrument for actual enrollment and compute the charter schools' average treatment-on-the-treated effects on achievement. These are 0.09 standard deviations per year of treatment in math and 0.04 standard deviations per year in reading. We estimate correlations between charter schools' policies and their effects on achievement. The policy with the most notable and robust association is a long school year--as long as 220 days in the charter schools.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 14852.
Date of creation: Apr 2009
Date of revision:
Note: CH ED LS PE TWP
Contact details of provider:
Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Web page: http://www.nber.org
More information through EDIRC
Find related papers by JEL classification:
- H0 - Public Economics - - General
- H42 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Private Goods
- H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
- I2 - Health, Education, and Welfare - - Education
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I22 - Health, Education, and Welfare - - Education - - - Educational Finance
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2009-04-13 (All new papers)
- NEP-EDU-2009-04-13 (Education)
- NEP-LAB-2009-04-13 (Labour Economics)
- NEP-URE-2009-04-13 (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.:
- Ashenfelter, Orley & Card, David, 1985.
"Using the Longitudinal Structure of Earnings to Estimate the Effect of Training Programs,"
The Review of Economics and Statistics,
MIT Press, vol. 67(4), pages 648-60, November.
- Orley Ashenfelter & David Card, 1984. "Using the Longitudinal Structure of Earnings to Estimate the Effect of Training Programs," NBER Working Papers 1489, National Bureau of Economic Research, Inc.
- Imberman, Scott A., 2011.
"The effect of charter schools on achievement and behavior of public school students,"
Journal of Public Economics,
Elsevier, vol. 95(7-8), pages 850-863, August.
- Imberman, Scott A., 2011. "The effect of charter schools on achievement and behavior of public school students," Journal of Public Economics, Elsevier, vol. 95(7), pages 850-863.
- Scott Imberman, 2009. "The Effect of Charter Schools on Achievement and Behaviorof Public School Students," Working Papers 2009-02, Department of Economics, University of Houston.
- Davis, Devora H. & Raymond, Margaret E., 2012. "Choices for studying choice: Assessing charter school effectiveness using two quasi-experimental methods," Economics of Education Review, Elsevier, vol. 31(2), pages 225-236.
- Leonardo Bonilla Mejía & Luis Armando Galvis, 2012. "Profesionalización docente y calidad de la educación escolar en Colombia," ENSAYOS SOBRE POLÍTICA ECONÓMICA, BANCO DE LA REPÚBLICA - ESPE.
- Torberg Falch & Justina AV Fischer, 2008.
"Public sector decentralization and school performance: International evidence,"
Working Paper Series
9508, Department of Economics, Norwegian University of Science and Technology.
- Falch, Torberg & Fischer, Justina A.V., 2012. "Public sector decentralization and school performance: International evidence," Economics Letters, Elsevier, vol. 114(3), pages 276-279.
- Torberg Falch & Justina A.V. Fischer, 2010. "Public Sector Decentralization and School Performance: International Evidence," Working Papers 031, Chair for Economic Policy, University of Hamburg.
- Torberg Falch & Justina AV Fischer, 2008. "Public sector decentralization and school performance. International evidence," TWI Research Paper Series 39, Thurgauer Wirtschaftsinstitut, Universität Konstanz.
- Falch, Torberg & Fischer, Justina AV, 2010. "Public sector decentralization and school performance: International evidence," MPRA Paper 20331, University Library of Munich, Germany.
- Roland G. Fryer, Jr, 2011. "Injecting Successful Charter School Strategies into Traditional Public Schools: Early Results from an Experiment in Houston," NBER Working Papers 17494, National Bureau of Economic Research, Inc.
- Leme, Maria Carolina & Louzano, Paula & Ponczek, Vladimir & Souza, André Portela, 2012. "The impact of structured teaching methods on the quality of education in Brazil," Economics of Education Review, Elsevier, vol. 31(5), pages 850-860.
- Carruthers, Celeste K., 2012. "New schools, new students, new teachers: Evaluating the effectiveness of charter schools," Economics of Education Review, Elsevier, vol. 31(2), pages 280-292.
- 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.
- Roland G. Fryer, Jr, 2010. "Racial Inequality in the 21st Century: The Declining Significance of Discrimination," NBER Working Papers 16256, National Bureau of Economic Research, Inc.
- David J. Deming & Justine S. Hastings & Thomas J. Kane & Douglas O. Staiger, 2011. "School Choice, School Quality and Postsecondary Attainment," NBER Working Papers 17438, National Bureau of Economic Research, Inc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If references are entirely missing, you can add them using this form.