Do charter schools crowd out private school enrollment? Evidence from Michigan

Charter schools have been one of the most important dimensions of recent school reform measures in the United States. Though there have been numerous studies on the effects of charter schools, these have mostly been confined to analyzing their effects on student achievement, student demographic composition, parental satisfaction, and the competitive effects on traditional public schools. This study departs from the existing literature by investigating the effect of charter schools on enrollment in private schools. To investigate this issue empirically, we focus on the state of Michigan where there was a significant spread of charter schools in the nineties. Using data on private school enrollment from biennial NCES private school surveys, and using a fixed effects as well as an instrumental variables strategy that exploits exogenous variation from Michigan charter law, we investigate the effect of charter school penetration on private school enrollment. We do not find any causal evidence that charter schools led to a decline in enrollment in the private schools. Further, we do not find evidence that enrollments in Catholic or other religious schools were affected differently from those in non-religious private schools. Our results are robust to a variety of sensitivity checks.     

Closing schools in a shrinking district: Do student outcomes depend on which schools are closed?

In the last decade, many cities around the country have needed to close schools due to declining enrollments and low achievement. School closings raise concerns about the possible negative impacts on student achievement, neighborhoods, families, and teaching staff. This study examines an anonymous urban district that, faced with declining enrollment, chose to make student achievement a major criterion in determining which schools would be closed. The district targeted low-performing schools in its closure plan, and sought to move their students to higher-performing schools. We estimate the impact of school closures on student test scores and attendance rates by comparing the growth of these measures among students differentially affected by the closures. We use residential assignment to school as an instrument to address non-random sorting of students into new schools. We also statistically control for the contemporaneous effects of other reforms within the district. Results show that students displaced by school closures can experience adverse effects on test scores and attendance, but these effects can be minimized when students move to schools that are higher-performing (in value-added terms). Moreover, the negative effect on attendance disappears after the first year in the new school. Meanwhile, we find no adverse effects on students in the schools that are receiving the transferring students.     

Private school vouchers and student achievement: A fixed effects quantile regression evaluation

Fundamental to the recent debate over school choice is the issue of whether voucher programs actually improve students' academic achievement. Using newly developed quantile regression approaches, this paper investigates the distribution of achievement gains in the first school voucher program implemented in the US. We find that while high-performing students selected for the Milwaukee Parental Choice program had a positive, convexly increasing gain in mathematics, low-performing students had a nearly linear loss. However, the program seems to prevent low-performing students from having an even bigger loss experienced by students in the public schools.     

The development of a model for student achievement

This article describes the results of work being conducted on the development of a model for student achievement. Steps employed in the reduction of the large number of variables into a fewer number of indices and the utilization of these indices in regression analyses are described. Some of the more salient findings are that both school achievement and school resources (including such things as the number of pupils per teacher, the teacher's view of his working conditions and the school's special staff and services) are highly related to the socio-economic status and racial-ethnic composition of the student body. The influence of the schools is bound up with the kinds of students that they get initially. Consequently, when the schools are equated for the kinds of students that they get they tend also to be equated for the influence that they have on these students. The schools play an important role in promoting student achievement and the extent of this involvement appears to be greater for higher socio-economic status and white students than for lower socio-economic status and non-white students.     

Mandatory summer school and student achievement

Using administrative data from a large school district, I exploit the fact that students are mandated to attend summer school based on a discontinuous function of their score on year-end exams to identify the effect of summer school attendance on achievement. I find an average effect of about .12 standard deviations for both math and reading achievement, an effect size on the low end of the range of prior estimates. These averages mask considerable heterogeneity, however, with effect size estimates ranging from just below zero to one-quarter of a standard deviation. The estimates on the upper end of the range presented here suggest that summer school may be a more cost-effective way of raising student achievement scores than class-size reductions.     

Charter Schools and Urban Regimes in Neoliberal Context: Making Workers and New Spaces in Metropolitan Atlanta

In this article, we demonstrate the neoliberalism and multiscalar economic perspective of the charter school movement in Atlanta, Georgia, through examination of news articles and editorials about charter schools in the Atlanta Journal‐Constitution from 1998 to 2004. We posit three interrelated dynamics which explain the editorial board’s interest in charter schools as part of a broader urban regime agenda. First, charter schools represent part of a neoliberal shift in education that parallels shifts in urban governance, emphasizing flexibility, public–private partnerships, and ‘market’‐oriented consumer choice and accountability. Second, the newspaper is issuing a challenge to educational structures, to adopt more neoliberal policies and shed a bureaucratic, liberal governance framework. Finally, we find critical evidence that the charter school movement draws on a multiscalar discourse which simultaneously references responsiveness to local, neighborhood needs, and at the same time highlights the economic imperatives of a global, competitive city to differentially skill students/workers in order to capture mobile and fractured (global) capital.     

College Readiness: Are California Charter School Students Better Prepared?

Using US data from the Los Angeles Unified School District (LAUSD) I analyse student outcomes from Advanced Placement tests and Smarter Balanced Summative Assessments to determine whether charter school students display higher levels of college readiness. Using panel data from 2011–12 through 2014–15 for the Advanced Placement tests, I find a gain of between 10.8 and 21.0 percentage points for charter students on average over students attending traditional public schools. For the Smarter Balanced Assessment using school years 2014–15 and 2015–16, I again find that charter students outperform traditional public students on average with gains in all categories for both the English and the mathematics portions of the exam. The results of this study seem to offer some support for the view that offering choice in schooling tends to improve performance.     

Comparing Nonprofit Charter and Traditional Public School Board Member Perceptions of the Public,Conflict, and Financial Responsibility: Is there a difference and does it matter?

In this paper, survey data collected from nonprofit charter school board and elected public school board members in Minnesota is used to test three hypotheses relating to theories of New Public Management, democratic governance, and small group dynamics. We find that nonprofit charter school board members perceive lower levels of conflict, place less priority on the general public, and perceive a higher degree of governance responsibly in the area of financial management, than elected board members. We conclude that the increased use of nonprofit charter schools has potentially substantial implications on accountability and effectiveness in the delivery of public education.     

The impact of Chicago’s small high school initiative

This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student’s house and therefore the “cost” of attending the school is lower. The distance-to-small-school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no positive impact on student achievement as measured by test scores.     

Does class matter more than school? Evidence from a multilevel statistical analysis on Italian junior secondary school students

This paper assesses the differences in educational attainments between students across classes and schools they are grouped by, in the context of Italian educational system. The purpose is to identify a relationship between pupils' reading test scores and students' characteristics, stratifying for classes, schools and geographical areas. The dataset contains detailed information about more than 500,000 students at the first year of junior secondary school in the year 2012/2013. By means of multilevel linear models, it is possible to estimate statistically significant school and class effects, after adjusting for pupil's characteristics, including prior achievement. The results show that school and class effects are very heterogeneous across macro-areas (Northern, Central and Southern Italy), and that there are substantial discrepancies between and within schools; overall, class effects on achievement tend to be larger than school ones.     

Valuing school quality using boundary discontinuities

Existing research shows that house prices respond to local school quality as measured by average test scores. However, higher test scores could signal higher academic value-added or higher ability, more sought-after intakes. In our research, we show that both school value-added and student prior achievement – linked to the background of children in schools – affect households’ demand for education. In order to identify these effects, we improve the boundary discontinuity regression methodology by matching identical properties across admissions authority boundaries; by allowing for boundary effects and spatial trends; by re-weighting our data towards transactions that are closest to district boundaries; by eliminating boundaries that coincide with major geographical features; and by submitting our estimates to a number of novel falsification tests. Our results survive this battery of tests and show that a one-standard deviation change in either school average value-added or prior achievement raises prices by around 3%.     

Using Compulsory Mobility to Identify School Quality and Peer Effects

Education production functions that feature school and student fixed effects are identified using students' school mobility. However, student mobility is driven by factors like parents' labour market shocks and divorce. Movers experience large achievement drops, are more often minority and free meal students, and sort endogenously into peer groups and school types. We exploit an English institutional feature whereby some students must change schools between grades 2 and 3. We find no evidence of endogenous sorting of such compulsory movers across peer groups or school types. Non‐compulsory movers bias school quality estimates downward by as much as 20% of a SD.     

THE QUALITY AND EFFICIENCY OF PRIVATE AND PUBLIC EDUCATION: A CASE-STUDY OF URBAN INDIA†

Recent evidence of a substantial link between quality of schooling and individual productivity suggests that, from an economic efficiency perspective, quality aspects of education deserve attention. This paper presents empirical evidence on the relative quality and efficiency of private and government-funded schools in urban India, using data from Uttar Pradesh. The results suggest that standardizing for home background and controlling for sample selectivity greatly reduces the raw average achievement advantage of private school students over public school students, but does not wipe it out. Private schools' standardized achievement advantage (or better quality) is complemented by their lower unit costs to enable them to be more efficient. The results support much of the existing international evidence on the relative efficiency of private and public schools.     

Making Public Policy: The New Philanthropists and American Education

Power in K–12 education is rapidly moving from local school boards and government to extraordinarily wealthy private philanthropists. Building networks among nonprofits, government agencies, school districts, and others, private foundations such as the Gates, Broad, and Walton family foundations are fundamentally restructuring American K–12 education. The Common Core State Standards, teacher evaluation, and charter schools are a few of the initiatives these funders are backing. The massive influx of private money into education policy and its influence over public education raises questions around the proper role of philanthropy in a democracy. In a society with increasing wealth inequality, should the economic elite be able to gain further power to shape social institutions through giving? Are there or should there be any limits to this power? Examining specific trends and events in education philanthropy over the last 10 years, this article identifies key players in philanthropic education reform and argues that philanthropy in education is now playing a policy‐making role—without checks and balances—that is qualitatively and quantitatively different than before. I conclude with a cautionary note on the dangers of letting education policy become the domain of the economic elite.     

Dressed for success? The effect of school uniforms on student achievement and behavior

Uniform use in public schools is rising, but we know little about how they affect students. Using a unique dataset from a large urban school district in the southwest United States, we assess how uniforms affect behavior, achievement and other outcomes. Each school in the district determines adoption independently, providing variation over schools and time. By including student and school fixed-effects we find evidence that uniform adoption improves attendance in secondary grades, while in elementary schools they generate large increases in teacher retention.     

Schooling Resources, Educational Institutions and Student Performance: the International Evidence

This paper estimates the effects of family background, resources and institutions on mathematics and science performance using an international database of more than 260,000 students from 39 countries which includes extensive background information at the student, teacher, school and system level. The student-level estimations show that international differences in student performance cannot be attributed to resource differences but are considerably related to institutional differences. Among the many institutions which combine to yield major positive effects on student performance are centralized examinations and control mechanisms, school autonomy in personnel and process decisions, individual teacher influence over teaching methods, limits to teacher unions' influence on curriculum scope, scrutiny of students' achievement and competition from private schools.     

The Effect of School Size on Exam Performance in Secondary Schools

This paper investigates the relationship between school size and the exam performance of school pupils in their final year of compulsory education. Previous studies of this relationship have been seriously constrained by lack of appropriate data, but the publication of the School Performance Tables for all publicly-funded schools in England since 1992 permits the construction and testing of a multivariate model which includes school size as one of the explanatory variables. After controlling for factors such as type of school, teaching inputs and eligibility for free school meals, the partial effects of school size on exam performance are estimated. The primary result is that there is a non-linear relationship (in the form of an inverted-U) between school size that maximizes the exam performance of schools is estimated to be about 1,200 for 11–16 schools and 1,500 for 11–18 schools. These estimates are considerably higher than the current mean size of schools.     

The impact of coding time on the estimation of school effects

Multilevel growth curve models are becoming invaluable in educational research because they model changes in student outcomes efficiently. The coding of the time variable in these models plays a crucial role as illustrated in this study for the case of a three-level quadratic growth curve model. This paper shows clearly how the choice of a time coding affects school effects estimates and their interpretation. A new definition for school effects for growth curve models with random intercepts and slopes is proposed. This study recommends that the choice of a time coding should not only be based on the ease of interpretation and model convergence but also on its consequences on the student status and growth parameter estimates. The current application illustrates that in general the school effects for student growth in well-being and language achievement in secondary school, are greater for student growth than for student status.     

Why Do Some Schools Group by Ability?

A bstract .   This article explores the reasons that schools choose to group their students by ability. A mathematical model suggests that high diversity of achievement and a large number of students in a school will cause a school to be more likely to group. Less legitimately, some schools may choose to use ability grouping to segregate students by race or class within a school.
The data used in this study come from the 1992 NAEP 8^th grade Mathematics Assessment. Cross-tabulations suggest that ability grouping is correlated with diversity of student achievement, the number of students, racial diversity, and low levels of poverty. The mean achievement of students and school spending levels do not have much correlation with the schools' tracking decisions. Logit regressions indicate that the number of students in a school and its racial diversity are most important, and that other factors (most notably the diversity of achievement) are not. These results lend credence to those who suggest that grouping is not necessarily done for academic reasons, but rather is a subtle way to segregate by race or class.     

Maximum likelihood estimation of seemingly unrelated stochastic frontier regressions

This paper explores the changes in value added (VA) of a sample of schools for cohorts of students finishing secondary education between 2005 and 2008. VA estimates are based on distance measures obtained from DEA models. These measures are computed for each pupil in each school, and evaluate the distance between the school frontier in a given year and a pooled frontier comprising all schools analysed. The school VA is then computed by aggregating the VA scores for the cohort of pupils attending that school in a given year. The ratio between VA estimates for two consecutive cohorts, that attended the school in different years, is taken as the index of VA change. However, the evolution of school performance over time should consider not only the movements of the school frontier, but should also take into account other effects, such as the proximity of the students to the best-practices, represented by the school frontier, observed over time. For that purpose we developed an enhanced Malmquist index to evaluate the evolution of school performance over time. One of the components of the Malmquist index proposed measures VA change, and the other measures the ability of all school students to move closer to their own school best practices over time. The approach developed is applied to a sample of Portuguese secondary schools.