Seattle, WA - Supporters and critics alike continue to argue about whether charter schools are making a positive difference in the education of America's children. The answer, according to a new analysis of the most rigorous studies conducted to date, is a measured 'yes' in the lower grades.
Julian R. Betts is professor and former chair of economics at the University of California, San Diego, where he is Executive Director of the San Diego Education Research Alliance (sandera.ucsd.edu). He is also a research associate at the National Bureau of Economic Research, and an adjunct fellow and a Bren fellow at the Public Policy Institute of California.
Dr. Betts has written extensively on the link between student outcomes and measures of school spending, and he has studied the role that school choice, educational standards, accountability, and teacher qualifications play in student achievement. He has served on three National Academy of Sciences panels, the Consensus Panel of the National Charter School Research Project, and various advisory groups for the U.S. Department of Education. He is also principal investigator for the federally mandated National Evaluation of Magnet Schools.
He holds a Ph.D. in economics from Queen’s University, Kingston, Ontario, Canada and an M.Phil. degree in Economics from Oxford University
This working paper provides a systematic analysis of the field’s most rigorous studies on charter school achievement.
This brief summarizes findings from The Effect of Charter Schools on Student Achievement: a Meta-Analysis of the Literature, a detailed assessment of the literature on student achievement in charter schools.
This report infers the causal impact of attending a charter school on student performance and finds that whether charters outperform traditional public schools depends on the location, grade, and subject.
This book explores how to improve estimates of charter schools' performance and suggests how policymakers can learn more about charter schools and make better use of evidence.
This paper provides an analysis of 14 charter school studies that use the two most rigorous methods: either randomization based on lotteries, or value-added modeling.
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Seattle, WA - Despite many assertions to the contrary, we are far from having unambiguous evidence on charter school performance. Study results have been subject to withering criticism, and for good reason.
Julian Betts and Y. Emily Tang respond to a National Education Policy Center review of their report on charter schools and achievement.