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Student achievement in charter schools: A complex picture

  • Richard Buddin

    (Pardee RAND, Graduate School, Santa Monica)

  • Ron Zimmer

    (RAND, Pittsburgh, PA)

Since the inception of charter schools over a decade ago, policymakers have wanted to know how charter schools are performing. This is difficult to answer because there is no single charter school approach to educating students. By design, charter schools have innovative and distinctive education philosophies. In this research, we capture some of the uniqueness of charter schools by clustering them into four major categories: charter schools that convert from conventional public schools, charter schools that start from scratch, charter schools that rely primarily on classroom-based instruction, and charter schools that have a significant portion of instruction outside of the classroom. Based on these four distinctions, we find significant differences in performance. These differences suggest that policymakers may want to focus greater resources on certain types of charter schools versus others. © 2005 by the Association for Public Policy Analysis and Management.

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File URL: http://hdl.handle.net/10.1002/pam.20093
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Article provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.

Volume (Year): 24 (2005)
Issue (Month): 2 ()
Pages: 351-371

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Handle: RePEc:wly:jpamgt:v:24:y:2005:i:2:p:351-371
Contact details of provider: Web page: http://www3.interscience.wiley.com/journal/34787/home

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  1. Heckman, James J, 1979. "Sample Selection Bias as a Specification Error," Econometrica, Econometric Society, vol. 47(1), pages 153-61, January.
  2. Bettinger, Eric P., 2005. "The effect of charter schools on charter students and public schools," Economics of Education Review, Elsevier, vol. 24(2), pages 133-147, April.
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