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Helen F Ladd - One of the best experts on this subject based on the ideXlab platform.
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the fiscal externalities of Charter Schools evidence from north carolina
Education Finance and Policy, 2020Co-Authors: Helen F Ladd, John D SingletonAbstract:A significant criticism of the Charter school movement is that funding for Charter Schools diverts money away from traditional public Schools. The magnitude of such adverse fiscal externalities dep...
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institutional change and coproduction of public services the effect of Charter Schools on parental involvement
Journal of Public Administration Research and Theory, 2006Co-Authors: Robert Bifulco, Helen F LaddAbstract:Recent discussions of school choice have revived arguments that the decentralization of governing institutions can enhance the quality of public services by increasing the participation of intended beneficiaries in the production of those services. We use data from the Schools and Staffing Survey to examine the extent to which the decentralization of authority to Charter Schools induces parents to become more involved in their children's Schools. We find that parents are indeed more involved in Charter Schools than in observationally similar public Schools, especially in urban elementary and middle Schools. Although we find that this difference is partly attributable to measurable institutional and organizational factors, we also find that Charter Schools tend to be established in areas with above-average proportions of involved parents, and we find suggestive evidence that, within those areas, it is the more involved parents who tend to select into Charter Schools. Thus, while the institutional characteristics of Charter Schools do appear to induce parents to become more involved in their children's Schools, such characteristics are only part of the explanation for the greater parental involvement in Charter Schools than in traditional public Schools.
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the impacts of Charter Schools on student achievement evidence from north carolina
Education Finance and Policy, 2006Co-Authors: Robert Bifulco, Helen F LaddAbstract:Using an individual panel data set to control for student fixed effects, we estimate the impact of Charter Schools on students in Charter Schools and in nearby traditional public Schools. We find that students make considerably smaller achievement gains in Charter Schools than they would have in public Schools. The large negative estimates of the effects of attending a Charter school are neither substantially biased, nor substantially offset, by positive impacts of Charter Schools on traditional public Schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of Charter Schools is attributable to high rates of student turnover. © 2006 American Education Finance Association
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the impacts of Charter Schools on student achievement evidence from north carolina
Education Finance and Policy, 2006Co-Authors: Robert Bifulco, Helen F LaddAbstract:Abstract Using an individual panel data set to control for student fixed effects, we estimate the impact of Charter Schools on students in Charter Schools and in nearby traditional public Schools. We find that students make considerably smaller achievement gains in Charter Schools than they would have in public Schools. The large negative estimates of the effects of attending a Charter school are neither substantially biased, nor substantially offset, by positive impacts of Charter Schools on traditional public Schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of Charter Schools is attributable to high rates of student turnover.
Robert Bifulco - One of the best experts on this subject based on the ideXlab platform.
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the effect of Charter Schools on districts student composition costs and efficiency the case of new york state
Economics of Education Review, 2019Co-Authors: Christian Buerger, Robert BifulcoAbstract:Abstract Charter Schools can influence a school district's costs by reducing economies of scale and by changing the share of high cost students a district serves, but might also increase the district's efficiency through competition. Utilizing data for New York State school districts from 1998/99 to 2013/14, we estimate difference-in-differences models to assess the effect of Charter Schools on enrollment and student composition. Then, we estimate an expenditure function, using data prior to the Charter school program, to measure the costs associated with reaching a given performance standard for students in various need categories and different enrollments. Next, using the entire data set, we run a second expenditure function to determine changes in efficiency associated with Charter school entry. We find that Charter Schools increase the cost of providing education, and that these cost increases are larger than short-run efficiency gains, but are offset by efficiency gains in the long term.
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fiscal impacts of Charter Schools lessons from new york
Education Finance and Policy, 2014Co-Authors: Robert Bifulco, Randall RebackAbstract:This brief argues that Charter school programs can have direct fiscal impacts on school districts for two reasons. First, operating two systems of public Schools under separate governance arrangements can create excess costs. Second, Charter school financing policies can distribute resources to or away from districts. Using the city school districts of Albany and Buffalo in New York, we demonstrate how fiscal impacts on local school districts can be estimated. We find that Charter Schools have had fiscal impacts on these two school districts. Finally, we argue that Charter Schools policies should seek to minimize any avoidable excess costs created by Charter Schools and ensure that the burden of any unavoidable excess costs is equitably distributed across traditional public Schools, Charter Schools, and the state. We offer concrete policy recommendations that may help to achieve these objectives. © 2014 Association for Education Finance and Policy
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institutional change and coproduction of public services the effect of Charter Schools on parental involvement
Journal of Public Administration Research and Theory, 2006Co-Authors: Robert Bifulco, Helen F LaddAbstract:Recent discussions of school choice have revived arguments that the decentralization of governing institutions can enhance the quality of public services by increasing the participation of intended beneficiaries in the production of those services. We use data from the Schools and Staffing Survey to examine the extent to which the decentralization of authority to Charter Schools induces parents to become more involved in their children's Schools. We find that parents are indeed more involved in Charter Schools than in observationally similar public Schools, especially in urban elementary and middle Schools. Although we find that this difference is partly attributable to measurable institutional and organizational factors, we also find that Charter Schools tend to be established in areas with above-average proportions of involved parents, and we find suggestive evidence that, within those areas, it is the more involved parents who tend to select into Charter Schools. Thus, while the institutional characteristics of Charter Schools do appear to induce parents to become more involved in their children's Schools, such characteristics are only part of the explanation for the greater parental involvement in Charter Schools than in traditional public Schools.
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the impacts of Charter Schools on student achievement evidence from north carolina
Education Finance and Policy, 2006Co-Authors: Robert Bifulco, Helen F LaddAbstract:Using an individual panel data set to control for student fixed effects, we estimate the impact of Charter Schools on students in Charter Schools and in nearby traditional public Schools. We find that students make considerably smaller achievement gains in Charter Schools than they would have in public Schools. The large negative estimates of the effects of attending a Charter school are neither substantially biased, nor substantially offset, by positive impacts of Charter Schools on traditional public Schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of Charter Schools is attributable to high rates of student turnover. © 2006 American Education Finance Association
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the impacts of Charter Schools on student achievement evidence from north carolina
Education Finance and Policy, 2006Co-Authors: Robert Bifulco, Helen F LaddAbstract:Abstract Using an individual panel data set to control for student fixed effects, we estimate the impact of Charter Schools on students in Charter Schools and in nearby traditional public Schools. We find that students make considerably smaller achievement gains in Charter Schools than they would have in public Schools. The large negative estimates of the effects of attending a Charter school are neither substantially biased, nor substantially offset, by positive impacts of Charter Schools on traditional public Schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of Charter Schools is attributable to high rates of student turnover.
John F Witte - One of the best experts on this subject based on the ideXlab platform.
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Charter Schools in eight states effects on achievement attainment integration and competition
2009Co-Authors: Ron Zimmer, Brian Gill, Tim R Sass, Kevin Booker, Stephane Lavertu, John F WitteAbstract:Charter Schools now exist in 40 states, but the best Charter-school studies to date have focused on individual states. This book examines Charter Schools in eight states with varied policy contexts. It assesses the characteristics of Charter Schools' students, their effectiveness in raising student achievement and promoting graduation and college entry, and their competitive effects on student achievement in traditional public Schools.
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Charter Schools in eight states effects on achievement attainment integration and competition
Mathematica Policy Research Reports, 2009Co-Authors: Ron Zimmer, Brian Gill, Tim R Sass, Kevin Booker, Stephane Lavertu, John F WitteAbstract:Although Charter Schools are growing in number, debate continues about whether they provide a better education than traditional public Schools. The report examines Charter Schools in Chicago, Denver, Milwaukee, Philadelphia, San Diego, and the states of Florida, Ohio, and Texas, using longitudinal student-level data to examine issues across multiple communities and varied Charter laws. Overall, there is little evidence that Charter Schools, on average, are producing test-score impacts that are substantially better or worse than those of conventional public Schools, but favorable high school graduation and college-entry results suggest the possibility of long-term benefits. The authors also note that much more is yet to be learned, particularly about the performance of Charter elementary Schools.
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the performance of Charter Schools in wisconsin
Journal of Policy Analysis and Management, 2007Co-Authors: John F Witte, David L Weimer, Arnold Shober, Paul A SchlomerAbstract:How have Charter Schools in Wisconsin performed relative to traditional public Schools? Two analyses provide an answer: First, a comparison of achievement test scores for students in Milwaukee Charter and traditional Schools from 1998 to 2002 for grades 3 through 10 finds a relative advantage for Charter school students using fixed effects and first difference specifications. Second, a methodological approach new to the debate over performance in choice Schools assesses schoollevel standardized tests in the fourth and eighth grades for 2000-01 and 2001-02. The results for fourth grade are generally favorable for Charter Schoolss those for eighth grade are mixed. Overall, the results from these two analyses suggest that Charter Schools in Wisconsin are performing somewhat better than the traditional public Schools from which they draw students. © 2007 by the Association for Public Policy Analysis and Management
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Flexibility Meets Accountability: State Charter School Laws and Their Influence on the Formation of Charter Schools in the United States
Policy Studies Journal, 2006Co-Authors: Arnold F. Shober, Paul Manna, John F WitteAbstract:Using an original and unique database of state Charter school laws that we have developed, we analyze how state policymakers have incorporated two key values into state Charter school laws: flexibility and accountability. We supplement this database with other state-level measures to answer two specific questions: What factors influence the degree of flexibility and accountability in state Charter school laws? How does the content of state Charter school laws, and the different values those laws embrace, affect the formation of Charter Schools in the United States? Overall, we show that state political and contextual factors help account for the degree of flexibility, but not accountability, in state Charter school laws. Further, we show that the degree of flexibility, accountability, and political and contextual factors influence the number of Charter Schools that form in the states.
Tim R Sass - One of the best experts on this subject based on the ideXlab platform.
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Charter Schools in eight states effects on achievement attainment integration and competition
2009Co-Authors: Ron Zimmer, Brian Gill, Tim R Sass, Kevin Booker, Stephane Lavertu, John F WitteAbstract:Charter Schools now exist in 40 states, but the best Charter-school studies to date have focused on individual states. This book examines Charter Schools in eight states with varied policy contexts. It assesses the characteristics of Charter Schools' students, their effectiveness in raising student achievement and promoting graduation and college entry, and their competitive effects on student achievement in traditional public Schools.
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Charter Schools in eight states effects on achievement attainment integration and competition
Mathematica Policy Research Reports, 2009Co-Authors: Ron Zimmer, Brian Gill, Tim R Sass, Kevin Booker, Stephane Lavertu, John F WitteAbstract:Although Charter Schools are growing in number, debate continues about whether they provide a better education than traditional public Schools. The report examines Charter Schools in Chicago, Denver, Milwaukee, Philadelphia, San Diego, and the states of Florida, Ohio, and Texas, using longitudinal student-level data to examine issues across multiple communities and varied Charter laws. Overall, there is little evidence that Charter Schools, on average, are producing test-score impacts that are substantially better or worse than those of conventional public Schools, but favorable high school graduation and college-entry results suggest the possibility of long-term benefits. The authors also note that much more is yet to be learned, particularly about the performance of Charter elementary Schools.
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Charter Schools and student achievement in florida
Education Finance and Policy, 2006Co-Authors: Tim R SassAbstract:I utilize longitudinal data covering all public school students in Florida to study the performance of Charter Schools and their competitive impact on traditional public Schools. Controlling for student-level fixed effects, I find achievement initially is lower in Charters. However, by their fifth year of operation new Charter Schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among Charters, those targeting at-risk and special education students demonstrate lower student achievement, while Charter Schools managed by for-profit entities peform no differently on average than Charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from Charter Schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public Schools. © 2006 American Education Finance Association
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Charter Schools and student achievement in florida
Education Finance and Policy, 2006Co-Authors: Tim R SassAbstract:Abstract I utilize longitudinal data covering all public school students in Florida to study the performance of Charter Schools and their competitive impact on traditional public Schools. Controlling for student-level fixed effects, I find achievement initially is lower in Charters. However, by their fifth year of operation new Charter Schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among Charters, those targeting at-risk and special education students demonstrate lower student achievement, while Charter Schools managed by for-profit entities peform no differently on average than Charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from Charter Schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public Schools.
Scott A Imberman - One of the best experts on this subject based on the ideXlab platform.
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capitalization of Charter Schools into residential property values
Education Finance and Policy, 2017Co-Authors: Margaret Brehm, Scott A Imberman, Michael NarettaAbstract:AbstractAlthough prior research has found clear impacts of Schools and school quality on property values, little is known about whether Charter Schools have similar effects. Using sale price data for residential properties in Los Angeles County from 2008 to 2011 we estimate the neighborhood level impact of Charter Schools on housing prices. Using an identification strategy that relies on census-block fixed effects and variation in Charter penetration over time, we find little evidence that the availability of a Charter school affects housing prices on average. We do find, however, that when restricting to districts other than Los Angeles Unified and counting only Charter Schools located in the same school district as the household, housing prices fall in response to an increase in nearby Charter penetration.
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the effect of Charter Schools on achievement and behavior of public school students
Journal of Public Economics, 2011Co-Authors: Scott A ImbermanAbstract:Charter Schools have seen dramatic growth over the last decade. However, we know little about how they affect traditional public Schools. I look at how Charters affect student outcomes in public Schools using data from a large urban school district in the southwest. Unlike prior work that relies on school fixed effects, I address the endogenous location of Charter Schools using an instrumental variables strategy that relies on plausibly exogenous variation in local building supply. Results show that Charters induce modest but statistically significant drops in math and language test scores, particularly for elementary students. However, results for middle and high school students show improvements in discipline.
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achievement and behavior in Charter Schools drawing a more complete picture
The Review of Economics and Statistics, 2011Co-Authors: Scott A ImbermanAbstract:Abstract I use a long panel with broad grade coverage to establish whether Charter Schools affect cognitive and noncognitive skill formation. Schools that begin as Charters generate large improvements in discipline and attendance but not test scores, with the exception of math in middle Schools. This suggests improvements in noncognitive but not cognitive skills, although these improvements do not persist if students return to regular public Schools. Charters that convert from regular public Schools have little impact on either skill type. These results are robust to potential biases from selection off of preCharter trends, attrition, and persistence.