by Joshua D. Angrist, Susan M. Dynarski, Thomas J. Kane, Parag A. Pathak, Christopher R. Walters
Charter schools affiliated with the Knowledge is Power Program (KIPP) are emblematic of the No Excuses approach to public education. These schools feature a long school day, an extended school year, selective teacher hiring, strict behavior norms and a focus on traditional reading and math skills. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP charter school that is mostly Hispanic and has a high concentration of limited English proficiency (LEP) and special-need students, groups that charter critics have argued are typically under-served. The results show overall gains of 0.35 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn. LEP students, special education students, and those with low baseline scores benefit more from time spent at KIPP than do other students, with reading gains coming almost entirely from the LEP group.
Free copies of this publications may only be accessible via library websites with paid subscriptions.
EdResearch is a mailing list to distribute research information affecting linguistic, ethnic, and racial minorities and immigrants.
To subscribe or unsubscribe, visit: http://lists.isber.ucsb.edu/mailman/listinfo/edresearch
For a searchable database of more than 900 past reports, visit: http://cdrp.ucsb.edu/edresearch/
The mailing list and database are affiliated with the California Dropout Research Project http://cdrp.ucsb.edu (CDRP).
EdResearch UC Santa Barbara
Choice without Equity: Charter School Segregation and the Need for Civil Rights Standards
by E. Frankenberg, G. Siegel-Hawley, and J. Wang
This nationwide report is based on an analysis of Federal government data and an examination of charter schools in 40 states and the District of Columbia, along with several dozen metropolitan areas with large enrollments of charters. The report found that charter schools continue to stratify students by race, class, and possibly language, and are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the country.
The study's key findings suggest that charter schools, particularly those in the western United States are havens for white re-segregation from public schools; requirements for providing essential equity data to the federal government go unmet across the nation; and magnet schools are overlooked, in spite of showing greater levels of integration and academic achievement than charters.