Brian R Fitzpatrick
Biographic Data
| ID | 4136912 |
|---|---|
| NAME | Brian R Fitzpatrick |
| GIVEN NAMES | Brian R |
| FAMILY NAME | Fitzpatrick |
| SIGNATURE | FITZPATRICK B R |
| AFFILIATIONS | University of Notre Dame, Notre Dame, IN |
| ORCID | 0000-0002-3999-1046 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Insufficient Accountability? Heterogeneous Effects of Charter Schools Across Authorizing Agencies
We estimate the longitudinal effects of charter schools authorized by different authorizing bodies on student achievement by using student-level data from Indiana. The results of our analysis point to substantial variation, especially between the state’s two largest authorizers: Ball State University and the Indianapolis Mayor’s Office. Some of the variation is driven by the types of operators these bodies authorize to run charter schools. Howeve…
Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools
As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and traditional public schools and whether characteristics of teachers and classrooms explain the observed impac…
The Right Fit? Classroom Mismatch in Middle School and Its Inconsistent Effect on Student Learning
Research on college admissions shows that all students tend to benefit from overmatching, but high-status students are most likely to be overmatched, and low-status students are most likely to be undermatched. This study examines whether mismatching takes place when students are sorted into classrooms in middle school. Given prior research on effectively maintained inequality, we theorize that classroom sorting acts as an opportunity for privileg…
Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools
As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and traditional public schools and whether characteristics of teachers and classrooms explain the observed impac…
Insufficient Accountability? Heterogeneous Effects of Charter Schools Across Authorizing Agencies
We estimate the longitudinal effects of charter schools authorized by different authorizing bodies on student achievement by using student-level data from Indiana. The results of our analysis point to substantial variation, especially between the state’s two largest authorizers: Ball State University and the Indianapolis Mayor’s Office. Some of the variation is driven by the types of operators these bodies authorize to run charter schools. Howeve…
Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools
As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and traditional public schools and whether characteristics of teachers and classrooms explain the observed impac…
The Right Fit? Classroom Mismatch in Middle School and Its Inconsistent Effect on Student Learning
Research on college admissions shows that all students tend to benefit from overmatching, but high-status students are most likely to be overmatched, and low-status students are most likely to be undermatched. This study examines whether mismatching takes place when students are sorted into classrooms in middle school. Given prior research on effectively maintained inequality, we theorize that classroom sorting acts as an opportunity for privileg…
Insufficient Accountability? Heterogeneous Effects of Charter Schools Across Authorizing Agencies
We estimate the longitudinal effects of charter schools authorized by different authorizing bodies on student achievement by using student-level data from Indiana. The results of our analysis point to substantial variation, especially between the state’s two largest authorizers: Ball State University and the Indianapolis Mayor’s Office. Some of the variation is driven by the types of operators these bodies authorize to run charter schools. Howeve…
Mathematics education (3 works) · Psychology (3 works) · School Choice and Performance (3 works) · Academic achievement (2 works) · Charter (2 works) · Charter school (2 works) · Computer Science (2 works) · Higher Education Research Studies (2 works) · Political science (2 works) · Sociology (2 works)