The¬†opposition and teacher unions continue to rail against charter schools despite mounting evidence overseas that charter schools massively help amongst the poor and disadvantaged.
Forbes magazine has an article about charter schools that shows that charter schools are doing well for their student and the unions are a road block to success.
They look at a recent CREDO study that found:
While overall charters and public schools compare relatively closely, both the 2009 and 2013 study found that charters did better for students in poverty. In addition, performance gap is growing¬†over time:
Charter school impacts with¬†students in poverty and English language learners were positive in 2009 in both reading and math.¬†These positive results have sustained and in fact increased in 2013.
And the¬†results are especially strong for black students in poverty. As the CREDO study reports:
‚ÄúBlack students in poverty who attend charter schools gain an additional 29 days of learning in reading¬†and 36 days in math per year over their [traditional public school]¬†counterparts (see Figure 30). This shows the impact of¬†charter schooling is especially beneficial for black students who in poverty.‚ÄĚ
You see¬†this result repeated on other studies as well. Using randomized study¬†results from charter school lotteries in Massachusetts, Angrist, Pathak, and Walters find¬†that non-urban charters don‚Äôt outperform public schools and may even do worse, but urban charter schools benefit black students and poor students:
Black and Hispanic students benefit considerably¬†from urban charter attendance in middle school, but the estimated math gains¬†for whites are smaller, with no increase in whites‚Äô ELA scores. Urban charter middle¬†schools appear to produce especially large achievement gains for students eligible for¬†a subsidized lunch and for those with low baseline scores.Attendance at urban charter¬†high schools increases math scores in every group and raises reading scores for everyone¬†except whites, though estimates for small groups are imprecise.
It‚Äôs hard to imagine it¬†another policy being called a failure because it only benefitted poor students and black students but the overall scores were held down by non-urban schools and white students. ¬†
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