Advocates of privatizing education suggest that traditional public schools are not adequately preparing students for college, career readiness, and global citizenship (Lobosco, 2019; Schneider and Berkshire, 2020; Tienken and Mullen, 2016). Charter school supporters believe charter school students perform better than public school children on state standardized tests (Lubienski and Lubienski, 2014). Advocates for traditional public schools promote the idea that there are no significant differences between public and charter schools in academic achievement (Chen, 2020b; Fischler, 2021). This study compares public and charter elementary school students in terms of their reading and math assessment scores, both as measured by the Virginia Standard of Learning (SOL) for the 2018-2019 school year. Data were collected and analyzed on 642 students enrolled in three of Virginia's elementary charter schools and three traditional public schools in Loudoun County and Richmond City. SOL assessment data for the public and charter schools were compared for the overall student population per grade level to determine if there is a significant difference for the 2018-2019 school year. A two-way ANOVA was utilized in this study. Results indicated no significant differences in the reading mean SOL assessment scores between traditional public elementary and public charter school students: F (1, 636) = .119, p = .730. Additionally, results showed no significant interaction between school type and grade level between traditional public elementary and public charter schools: F (2, 636) = 1.076, p = .342. However, findings revealed a significant difference in the reading SOL assessment scores between grade levels of traditional public elementary schools and public charter schools: F (2, 636) = 4.473, p = .012. Furthermore, results from the math analysis indicated no statistical differences in math SOL scores between traditional public elementary schools and public charter schools: F (1, 636) = .000, p = .997. Also, findings indicated no significant difference in the math SOL scores between the grade levels of traditional public elementary and public charter schools: F (2, 636) = .520, p = .595. / Doctor of Education / Advocates of privatizing education suggest that traditional public "brick-and-mortar" schools are not adequately preparing students for college, career readiness, and global citizenship (Lobosco, 2019; Tienken and Mullen, 2016; Schneider and Berkshire, 2020). Charter school supporters believe charter school students perform better than public school children on state standardized tests (Lubienski and Lubienski, 2014). Advocates for traditional public schools promote the idea that there are no significant differences between public and charter schools in academic achievement (Chen, 2020b; Fischler, 2021). This study compares public and charter elementary school students in terms of their reading and math assessment scores, both as measured by the Virginia Standard of Learning (SOL) for the 2018-2019 school year. Data were collected and analyzed on 642 students enrolled in three of Virginia's elementary charter schools and three traditional public schools in Loudoun County and Richmond City. SOL assessment data for the public and charter schools were compared for the overall student population per grade level to determine if there is a significant difference for the 2018-2019 school year. This study did not reveal any significant differences in reading and math SOL scores between traditional elementary public schools and public elementary charter schools. However, findings in this study revealed significant differences in reading SOL scores on average among grade levels. Conversely, findings did not reveal any differences in math SOL assessment scores on average between grade levels of traditional public elementary school and public elementary charter school students.

Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

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The primary questions addressed in this dissertation are whether race-based admissions policies in charter schools are constitutionally permissible, and if not, how could an admissions policy be designed so that it would promote school diversity without violating the law? These questions are important because there are significant numbers of philosophers and scholars who hypothesize that student body diversity not only enhances educational outcomes but also is a necessary component of civic education in a liberal democracy. The researcher takes no particular stance on the benefits of educational diversity, focusing instead on the constitutional questions raised by the use of race-sensitive policies in the interest of diversity. The primary methodology used throughout is legal research, though the literature review includes references to political philosophers and social scientists as well as primary legal sources. Chapter I outlines the most frequent arguments made in favor of school diversity and suggests that the judicial philosophy expressed by the Supreme Court over the last twenty-five years has moved away from the philosophy expressed in Brown v. Board. In Chapter II, Supreme Court precedent on affirmative action policies is analyzed, focusing mainly on the decision of the divided Court in University of California Board of Regents v. Bakke. Chapter III provides a detailed analysis of how six different Federal Circuit Courts interpreted Bakke, highlighting numerous recurring judicial themes and concerns. In Chapter IV, existing charter school laws are examined state by state. Chapter V suggests several policy options for those interested in promoting a diverse charter school student body.

The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to reinforce trends already occurring in the district.

Thesis advisor: Joseph M. O'Keefe / This mixed methods sequential explanatory designed study applied the economic theory of marketplace competition as a way to frame superintendents' perceptions of the characteristics of students and parents seeking charter schools. Although studies on charter schools are abundant, there is limited literature on this particular aspect of market competition between traditional districts and charter schools. Through surveys and interviews with superintendents across Massachusetts, this study found that most of the superintendents reported a perception that charter schools "cream-skim" higher achieving students and under-serve or "crop" high needs or more costly students - particularly special education and English language learner students. Additionally, superintendents generally perceive that parents were most likely to choose a charter school because of a perception that it was a more elite option and that parents making those choices were more likely to have been engaged in a child's educational life. Many superintendents reported a strong pressure to find ways to retain high-achieving students while expressing resentment that charter schools under-serve high needs students. In three small urban districts, however, superintendents described charter schools that enroll high-needs students proportional to or exceeding the district's student population, filled a gap or met an unmet need, or provided a specialization from which the district could learn. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Researchers have noted that educational manager and instructional leadership roles are vital to achieving sustainable student achievement. Ineffective leadership practices may decrease students' academic success and are a continuous concern for educators, especially for those of urban charter schools. The purpose of this study was to explore practices that leaders of urban charter middle schools have implemented to advance their schools from a priority school to a focus school designation. This multiple case study sought to identify and clarify leadership practices of successful leaders in urban charter middle schools. Leithwood and Riehl's core leadership practices model served as the basis for understanding successful leadership practices in 3 Midwestern urban charter middle schools that progressed from a priority school to a focus school category. Data included semistructured interviews with 3 principals, 3 focus groups with a total of 16 teachers, and a review of relevant documents at each school. Data analysis entailed coding and theming significant statements for emerging patterns related to successful leadership practices until reaching data saturation. Emerging themes included leadership practices, professional development, student academic achievement, parental involvement, and redesigning the schools. Findings from this study resonate with Leithwood and Riehl's leadership model and indicate the efficacy of core leadership practices to meet state and national guidelines. Positive social change comes from providing school leaders in urban charter schools with leadership practices that may more effectively offer students with educational preparation to compete in a global society.

Using an explanatory sequential mixed methods design, this study aimed to contribute to an understanding of A) the availability of arts education programming in NYC during the 2022–2023 academic year at charter schools affiliated with Charter Management Organizations CMOs), and B) arts educators’ plans for retention and perceptions of professional satisfaction, network-level support, and school-level support. In this study, a CMO was defined as a non-profit operator that exists (as a business entity) separately from the charter schools it manages. Quantitative data was collected prior to qualitative data. In Phase 1 (quantitative data collection), an electronic survey of arts educators in CMO-affiliated schools in New York City (NYC) was conducted to measure job satisfaction, attitudes and opinions of perceived levels of support from networks and schools, and needs for further support. In Phase 2 (qualitative data collection), interviews were conducted with six arts educators to further explore the perceptions of support held by arts educators at schools associated with NYC-based CMOs. Emerging from the qualitative results were the educators’ concepts of and needs for support across three categories: structural support, peer support, and support for teacher development (including both lesson planning and lesson delivery). The roles of network-level leadership and school-level leadership (as a team and as individuals) in providing support across these three categories while also preserving teacher autonomy created a complex web of influences on charter sector teacher satisfaction and retention within the field of arts education at schools affiliated with CMOs for the teachers in this study, which has implications for theory, practice, and policy alike.

Doctor of Education / Department of Educational Leadership / Teresa Miller / The purpose of this research proposal was to investigate school-level factors identified by Marzano (2003) perceived to have contributed positively to student achievement in one charter school. The researcher noted the following issues related to charter schools and student achievement: The data on student achievement were mixed; limited research existed on student achievement using the school -level factors identified by Marzano (2003); limited case studies existed comparing school-level factors and student achievement for charter schools. Using the case study format, the researcher investigated perceptions regarding school-level factors perceived to have increased student achievement in one charter school in Kansas over a five-year period from 2005-2008. The case study was accomplished through the collection, analysis, and interpretation of data from multiple sources to include researcher observations, key informant interviews, and analysis of archival documents. After conducting the research, it was determined that while there wasn’t a deliberate attempt to use the factors by Robert Marzano (2003), the school-level factors were used by Dartmouth Charter School did impact student achievement as evidenced by stakeholder interview, Kansas Reading Assessments, and archival data sources. A case study confirmed the presence of several aspects of the school-level factors of a guaranteed/viable curriculum, challenging goals and effective feedback, parental and community involvement, a safe and orderly environment, and collegiality and professionalism, which were perceived by stakeholders as contributing to increased student achievement over the five-year period of operation.

This dissertation is a study of the effect of Texas's charter high schools on diploma graduation and General Educational Development (GED) attainment. Utilizing data from the Texas Schools Project at the University of Texas at Dallas, the study follows a cohort of Texas students enrolled as 10th graders in the fall of 1999 and tracks their graduation outcomes through the summer of 2002 when they were expected to have completed high school. The analysis uses case study research and probit regression techniques to estimate the effect of charter school attendance on graduation and GED outcomes as well as the effect of individual charter school characteristics on charter students' graduation outcomes. The study's results indicate that charter school attendance has a strong negative effect on diploma graduation and a strong positive effect on GED attainment. In addition, the study finds that charter schools that offer vocational training, open entry/exit enrollment options, and charters that are operated in multiple sites or "chain" charters have positive effects on charter students' diploma graduation outcomes. Charters that offer accelerated instruction demonstrate a negative effect on diploma graduation. The study finds that charter school graduation outcomes improve as charters gain experience and that racially isolated minority charter schools experience reduced graduation outcomes. The study's results also indicate that Texas's charter high schools may be providing district schools with a means through which to offload students who may be difficult to educate. The analysis finds that districts may be pushing low-performing high school students with attendance and discipline problems into charter schools in order to avoid the effort of educating them and to improve district performance on accountability measures related to standardized test scores and graduation rates. This finding suggests that that competition from charter high schools will not provide much incentive for districts to improve their programs, undermining a central premise of school choice initiatives.