CRPE’s research examines both the promise and the challenges of charter schools and school choice, with a focus on how they can expand opportunity, drive innovation, and better serve diverse student needs. We study charter schools alongside district schools and other models, highlighting lessons that can inform the broader system. New data and evidence help innovators across the country collaborate, communicate, and develop best practices.
The recent New York Times article on New York City’s high school admissions process describes how the incorporation of game theory into an algorithm for matching students with schools has substantially increased the rates at which students are matched to schools of their choosing.
At CRPE we’ve always believed it’s not preordained that all kids will benefit equally from more choices among public schools. Like any public policy, the results are likely to depend upon an array of complex factors: how savvy and well informed parents are about choosing a school, the availability of talented, mission-driven school developers, access to public transportation, how the choice laws are designed, the willingness of district and charter oversight agencies to step in when the market fails, etc.
One theme that emerged in our discussions on the next generation of school accountability is that tensions inherently arise when developing accountability systems that need to serve multiple interests and stakeholders.
At CRPE, we appreciate and encourage scholarly debate. However, a recent review by the National Education Policy Center of one of our reports went well beyond that to misrepresent the report and malign the analysis.
No results found.