Instructional Conditions in Charter Schools and Students’ Mathematics Achievement Gains

Bibliographic Data

ID11367248
AuthorsMark Berends (0000-0002-1281-8649, University of Notre Dame, corresponding author), Ellen Goldring (0000-0002-1010-970X, Vanderbilt University), Marc Stein (0000-0003-3689-0642, Johns Hopkins University), Xiu Cravens (0000-0002-3077-9313, Vanderbilt University)
Year2010
Volume116
Issue3
Pages303-335
Publication date2010-05-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAmerican Journal of Education (JOURNAL)
Journal identifiersISSN: 0195-6744 • E-ISSN: 1549-6511
PublisherUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/651411
OpenAlexW2167334733
LanguageEN
Citations received12
References cited34

Since charter school research on student achievement is mixed, many researchers and policy makers advocate looking inside the “black box” of schools to better understand the conditions under which schools of choice may be effective. We begin to address this issue with data from charter schools and a comparison group of traditional public schools. We also conduct propensity score matching at the student level to further understand achievement gains. In our analyses of these data, we find no charter school effects on students’ achievement gains. Instructional conditions, such as teachers’ focus on academic achievement, are related to mathematics gains. However, we find that our innovation measure is negatively associated with gains (when other conditions are controlled for), which suggests that innovation for innovation’s sake should not be the sole focus of schools, whether charter or not

Academic achievement · Achievement test · Charter · Charter school · Focus (optics · Matching (statistics · Mathematics education · Political science · Propensity score matching · School choice · Standardized test · Student achievement · Global Educational Reforms and Inequalities · Higher Education Research Studies · Mathematics · Psychology · School Choice and Performance

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