Charter schools offer something that public school systems, parents, and teachers need: a way to experiment with alternative ways of teaching, motivating students, organizing schools, using technology, and employing teachers. While people came down on both sides of support for or against charter schools, everyone was surprised by how difficult it was to assess charter school performance. The first part of this book focuses on how to improve estimates of charter schools' performance, especially their benefits to students who attend them; the second part suggests how policymakers can learn more about charter schools and make better use of evidence. The editors and authors suggest ways states and localities can improve the quality of data on which charter school studies are based and trace some of the ways charter school research influences policy.
|Series:||New Frontiers in Education Series|
|Product dimensions:||6.00(w) x 9.10(h) x 0.90(d)|
Table of Contents
Chapter 1 Through a Glass Darkly: An Introduction to Issues in Measuring the Quality of Charter Schools Part 2 Part One: Improving Research On Charter Schools Chapter 3 Madness in the Method? A Critical Analysis of Popular Methods of Estimating the Effect of Charter Schools on Student Achievement Chapter 4 Expanding What Counts When Evaluating Charter School Effectiveness Chapter 5 The Effect of Attending Charter Schools on Achievement, Educational Attainment and Behavioral Outcomes: A Review Chapter 6 The Selection of Students into Charter Schools: A Critical Issue for Research and Policy Chapter 7 Admission Lotteries in Charter Schools Chapter 8 Charter School Maturation as a Factor in Performance Assessment and Accountability Chapter 9 What Do We Know About Teachers in Charter Schools? Part 10 Part Two: How Policymakers Can Make Better Use of Evidence Chapter 11 The State of State Charter School Research Chapter 12 Would Better Research Lead to Better Schools? Chapter 13 Conclusions about Charter School Policy and Research