Insufficient Accountability? Heterogeneous Effects of Charter Schools Across Authorizing Agencies

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2023-05-12 DOI:10.3102/00028312231167802
J. Ferrare, R. J. Waddington, Brian R. Fitzpatrick, M. Berends
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Abstract

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. However, operator effects are not consistent across authorizers, suggesting a more complex story about how authorization affects student achievement. These results point to the ways that public and private interests in charter schools may complicate the work of authorizers and suggest a need for policymakers to offer more guidance in how authorizers carry out their various accountability mandates.
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不足的问责?特许学校跨授权机构的异质效应
我们利用印第安纳州的学生水平数据,估计了由不同授权机构授权的特许学校对学生成绩的纵向影响。我们的分析结果指出了巨大的差异,特别是在该州两个最大的授权机构:鲍尔州立大学和印第安纳波利斯市长办公室之间。一些变化是由这些机构授权经营特许学校的经营者类型驱动的。然而,操作员的影响在授权者之间并不一致,这表明授权如何影响学生成绩的情况更为复杂。这些结果表明,特许学校中的公共和私人利益可能会使授权机构的工作复杂化,并建议政策制定者在授权机构如何执行其各种问责授权方面提供更多指导。
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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