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Griffith, David – Thomas B. Fordham Institute, 2019
Although numerous studies have examined the relative performance of charter and traditional public schools, as well as the competitive effects that charters may have on their district neighbors, to our knowledge, no prior study has addressed whether overall achievement increases as the "market share" of charter schools rises.…
Descriptors: Charter Schools, Academic Achievement, Public Schools, School Districts
Lavertu, Stéphane; Tran, Long – Thomas B. Fordham Institute, 2022
After a tumultuous reception, the Biden administration's regulations for the federal Charter Schools Program (CSP) were finalized in July. Although the Administration backpedaled partway on issues related to community demand and racial integration, its final rules cracked down on so-called "for-profit charters," in line with the…
Descriptors: Charter Schools, Proprietary Schools, Educational Legislation, Educational Administration
Vanourek, Gregg – Thomas B. Fordham Institute, 2020
Last spring, the Covid-19 pandemic upended routines for over 56 million students and challenged more than 3.7 million teachers in over 130,000 schools nationwide to continue educating kids in an online format. This transition to "virtual learning" was understandably trying for all educators, schools, and districts, but some managed to do…
Descriptors: Charter Schools, COVID-19, Pandemics, School Closing
Nicotera, Anna; Stuit, David – Thomas B. Fordham Institute, 2017
It is well established that some charter schools do far better than others at educating their students. This variability has profound implications for the children who attend those schools. Yet painful experience shows that rebooting or closing a low-performing school is a drawn-out and excruciating process. This report investigates whether or not…
Descriptors: Charter Schools, Failure, School Effectiveness, Risk
Belcher, Ellen – Thomas B. Fordham Institute, 2017
Citizens Leadership Academy (CLA) in Ohio is preparing its middle schoolers for success in high school, college, and life. CLA is second among all public schools in the city on student growth. The school's eighth graders reach and surpass proficiency at a rate that is more than three times that of their peers across the city. Reading and math…
Descriptors: Middle Schools, Citizenship Education, School Effectiveness, Charter Schools
Belcher, Ellen – Thomas B. Fordham Institute, 2016
Columbus Collegiate Academy (CCA) (Ohio) epitomizes the relentlessness and vision necessary to close achievement gaps in urban education. Started in the basement of a church with 57 students in 2008, CCA evolved into one of the city's top-performing middle schools. It earned national awards for the gains achieved by students who are overwhelmingly…
Descriptors: Middle School Students, College Preparation, Middle Schools, Charter Schools
Gershenson, Seth – Thomas B. Fordham Institute, 2019
There's mounting evidence that, for children of color especially, having one or more teachers of the same race over the course of students' educational careers seems to make a positive difference. But to what extent, if any, do the benefits of having a same-race teacher vary by type of school? Existing "race-match" studies fail to…
Descriptors: Racial Factors, Charter Schools, Traditional Schools, Public Schools
Thomas B. Fordham Institute, 2023
For far too long, the United States has neglected and wasted an enormous amount of human potential--much of it among groups that have never been given the opportunities they deserve. We're talking about bright students, advanced learners, striving pupils, and those with high but untapped potential--especially those who are Black, Hispanic, Native…
Descriptors: Advanced Students, Advanced Courses, Human Capital, Talent Development
Belcher, Ellen – Thomas B. Fordham Institute, 2017
A college degree is becoming increasingly necessary in order for young people to attain the jobs they want, and yet getting to and through college in some ways has never been more challenging. Many students are ill-prepared when they arrive, others lack the "soft" skills necessary to succeed in a postsecondary environment, and the cost…
Descriptors: Access to Education, Dual Enrollment, Charter Schools, High School Students
Smith, Nelson; Wright, Brandon – Thomas B. Fordham Institute, 2017
The purpose of this brief is to support stakeholders in their efforts to influence how states use the mandatory 7 percent Title I school improvement set-aside in the Every Student Succeeds Act (ESSA)--an allocation that could total more than $5 billion nationwide over the next five years. First, the authors provide an overview of the ESSA's school…
Descriptors: Federal Legislation, Educational Legislation, Educational Improvement, Resource Allocation
Belcher, Ellen – Thomas B. Fordham Institute, 2016
There is no more compelling case for high-quality school choice than hearing about the life-changing impact it has had on students and their families. In this instance, that choice comes in the form of a charter high school: the Dayton Early College Academy (DECA), an island of excellence in one of Ohio's poorest and most academically challenged…
Descriptors: Charter Schools, High Schools, Urban Schools, School Effectiveness
Tyner, Adam; Munyan-Penney, Nicholas – Thomas B. Fordham Institute, 2018
Since the No Child Left Behind Act of 2002 began holding schools accountable for high school graduation rates, multiple strategies have emerged to help more students receive their diplomas. Among the most popular and widely deployed are credit recovery programs, which allow students to "recover credits" from one or more courses that they…
Descriptors: High School Students, Credits, Required Courses, Graduation Requirements
Doyle, Daniela; Holly, Christen; Hassel, Bryan C. – Thomas B. Fordham Institute, 2015
In the past quarter-century, charter schools have grown from a ragtag insurgency into a serious force in American K-12 education, serving as the public education provider for nearly three million children across the country. But this nationwide growth has spread unevenly across U.S. cities. In most places, urban districts have successfully…
Descriptors: Charter Schools, Urban Schools, School Districts, Public Schools
Churchill, Aaron – Thomas B. Fordham Institute, 2019
Ever since the first charter school opened in Minnesota in 1992, the battle for fair funding has raged across the land. Advocates of charters--independently run, nonprofit public schools--have pressed hard to eliminate the massive disparities in the funding that charter students receive when compared with their district-operated peers serving…
Descriptors: Charter Schools, Educational Finance, Educational Equity (Finance), Equal Education
Griffith, David – Thomas B. Fordham Institute, 2017
Research confirms what common sense dictates: Students learn less when their teachers aren't there. According to multiple studies, a ten-day increase in teacher absence results in at least ten fewer days of learning for students. Clearly, some absences are unavoidable--teachers are only human. But compared to their counterparts in other industries…
Descriptors: Employee Absenteeism, Charter Schools, Public Schools, Teacher Attendance
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