CREDO: Virtual charter students learn less

Most virtual K-12 charter schools learn significantly less than students at traditional public schools, according to a new CREDO study.

The average full-time online student lost 72 days of reading progress, on average, and a full year in math, the study concluded.

“It is literally as if the kid did not go to school for an entire year,” said Margaret E. Raymond, project director at Stanford’s Center for Research on Education Outcomes, or CREDO.

The study looked at virtual students in 17 states and the District of Columbia between 2008 and 2013. It did not include students in “blended learning” programs that combine online and teacher-led instruction.

Nina Rees, who runs the National Alliance for Public Charter Schools, called for “dramatically” improved oversight and closing low-performing virtual charters. One option could be “funding full-time virtual charter public school students via a performance-based funding system.”

Virtual schooling works for some students, said Rees in a statement. The study found 30 to 40 percent of full-time online students do as well or better than traditional students.

Center for Education Reform questioned the study’s “virtual twin” methodology used to create a control group. “Many parents choose online options for their children based on exceptional circumstances and situations, ranging from safety and bullying concerns, to academic issues, to social and emotional issues, medical reasons, and more,” CER said.

A different Stanford study found that “marginal” DeVry University students learn less in online courses than traditional courses.

A for-profit university, DeVry offers both online and in-person courses with the same syllabus, textbook, assignments, quizzes, tests, and grading rubrics.

High achievers may learn just as much online, but, for lower-achieving students, taking a course online “reduces student learning, as measured by course grades, and lowers the probability of persistence in college,” researchers concluded. Procrastination is the likely suspect.

Via Jay P. Greene’s Blog.

Learn from charter schools

Learn from urban charter schools’ success, argues Liz Riggs, who’s taught at both district and charter schools in Tennessee, in Education Post.

In Memphis, Nashville and other cities across the country, urban charters are showing strong gains in reading and math for disadvantaged students, according to the new Center for Research on Education Outcomes (CREDO) study.

Value-added scores are high at KIPP Nashville, where 90+ percent of students come from low-income families.

Value-added scores are high at KIPP Nashville, where nearly all students come from low-income families.

In Nashville’s Davidson County, nearly 40 percent of “Rewards Schools (top five percent)  were high-poverty charter schools, she writes. In Memphis, 73 percent of charters outperformed traditional district-run schools.

When she switched from a district to a charter school, she “used many of my materials from teaching ninth graders specifically for my new eighth grade students.”

All the charter teachers and administrators believed “that students could achieve whatever they set their minds to,” Riggs writes. This sort of growth mindset may be held by individual teachers and teams in district schools, but is not a “schoolwide mantra.”

I worked with one English teacher at a district high school in Nashville whose students have already grown 1.3 years in reading in one semester, but that teacher will be leaving her district school for a charter next year. Presumably, she wants a place where she is not alone in achieving this growth and instilling these mindsets in students.

According to CREDO, charter schools in both cities enroll comparable numbers of English Learners, special ed and low-income students, Riggs writes. Ninety-one percent of Nashville charter students come from low-income families, compared to 72 percent of students at district schools.

CREDO: Charters do better in reading

Charter students show greater learning gains in reading and similar gains in math compared to students in traditional public schools, concludes the National Charter School Study 2013 by Stanford’s Center for Research on Education Outcomes (CREDO).

The neediest students show the strongest gains: Low-income students, blacks and English Learners “gain significantly more days of learning each year in both reading and math” if they attended charter schools rather than traditional public schools, the study found.

More charter schools are high performers and some underperforming charters have closed, concludes CREDO, which analyzed data from 26 states and New York City.

“The results reveal that the charter school sector is getting better on average and that charter schools are benefiting low-income, disadvantaged, and special education students,” says Dr. Margaret Raymond, director of CREDO.

Charter school enrollment has grown among students who are in poverty, black students, and Hispanic students, the study found.

Charters do the best for the worst students, according to an MIT analysis reported by the Boston Globe.

Lower-income students who performed poorly on tests while attending traditional public schools did much better after enrolling in charter schools. Moreover, their improvement was greater than fellow charter students who had previously tested well in traditional public schools.

In other words, those most in need of educational improvement tended to benefit the most from charter schools.

A string of recent studies have found urban charter schools produce learning gains, while suburban and rural charters have mixed results.

Massachusetts may lift charter cap

Massachusetts may eliminate a cap on charter schools in 29 low-performing school districts, including Boston, reports the Wall Street Journal.  Two Democratic legislators introduced the bill.

(State Sen. Barry) Finegold, the bill’s sponsor and the son of public-school teachers, said his motivation sprung from conversations with parents in Lawrence, part of his district northwest of Boston, where the struggling school district was taken over by the state in 2011. The state has since brought in charter operators to run two low-performing schools, and parents told him, “we’d be out of here” had that not happened, Mr. Finegold said. “One thing I don’t think people realize—charter schools are keeping a lot of the middle class in cities,” he said.

More than 31,000 Massachusetts students attend charter schools, an increase of 20 percent in the past four years.

Massachusetts ranks its schools from Level One, the highest, to Level Five based on academic achievement, graduation and dropout rates. This year, 59% of charter schools in the state were Level One, compared with 31% of non-charter schools.

A recent CREDO study found Massachusetts charters produce learning gains statewide — very large learning gains for Boston students.

CREDO: Boston charters are a model

Boston charter students gain 13 additional months of learning in math and 12 extra months in reading compared to similar students in nearby district-run schools, concludes the latest CREDO study to find significant gains for urban charter students.

Eighty-three percent of Boston charter schools did significantly better than comparison schools; no Boston charter did worse. “The Boston charter schools offer students from historically underserved backgrounds a real and sustained chance to close the achievement gap,” said Margaret Raymond, who directs CREDO at Stanford University.

Statewide, the typical student in a Massachusetts charter school gains an extra one and a half months of learning per year in reading and two and a half in math.

Mike Goldstein, who founded the high-scoring MATCH charter in Boston, wants more on why the city’s charters outperform Boston’s semi-independent “pilot” schools, which draw students with similar demographics. What are Boston’s charters doing right?

Some 45,000 Massachusetts students are on charter school waiting lists because the state caps the number of charters in Boston and other low-performing districts.

 

Study: KIPP produces big gains

KIPP middle schoolers learn significantly more than comparison students, concludes a report  by Mathematica Policy Research on 43 schools in 13 states plus the District of Columbia. Three years after enrollment, the average KIPP student gained an extra 11 months in math, moving from the 44th to the 58th percentile, and eight months in reading, moving from the 46th to the 55th percentile. Science gains equalled an extra 14 months and social studies an extra 11 months.

In 13 schools, students in the control group had applied to KIPP, but lost the charter lottery. If there was no lottery, the study used “matched” students of similar achievement and demographics in nearby schools.

For KIPP students in the lottery sample, researchers administered the TerraNova test—a nationally norm-referenced test—which students had not prepared for, and which carried no consequences for students or schools. The impacts shown in the TerraNova test were consistent with those shown in state tests.

KIPP students resembles other students in their neighborhoods, but with lower reading and math achievement than their elementary school classmates, the study found. Ninety-six percent are black or Hispanic and 83 percent are eligible for free or reduced-price school meals. However, KIPP entrants are less likely to have received special education services or to have limited English proficiency.  (Since many more KIPP students are black, it makes sense that fewer speak English as a second language.)

Critics charge KIPP “counsels out” low achievers to inflate scores, notes Education Week. To account for attrition, the study included all students who started KIPP, even if they left for another school.

For example, a student could leave KIPP for another school in 6th grade, but their performance at the new school is counted towards the academic achievement of KIPP students overall regardless. The report also found that KIPP schools have similar attrition rates as traditional district schools (37 percent over three years for both sets of students).

KIPP students spend much more time in school than traditional public school students: nine hours per day, for 192 days each year, in KIPP, compared to 6.6 hours per day, for 180 days. In addition, KIPP students spend an extra 35 to 53 minutes on homework each night.

However, a longer school day didn’t raise test scores, possibly because the extra time was spent on non-academic activities, researchers found. KIPP schools that spent more time on core academic subjects and enforced a comprehensive discipline policy had the strongest results.

In schools where school-wide behavior standards and discipline policies are consistently communicated and enforced, the school rewards students for positive behavior, and the school punishes students who violate the rules, reading and math scores went up, researchers found.

While KIPP students are more satisfied with their school, the study did not find an increase in “attitudes associated with success,” such as persistence and self-control. Students were more likely to admit to losing their temper, arguing with or lying to their parents, or giving their teachers a hard time. Researchers weren’t sure if they were more ornery or more honest about it. Students may have raised their standards about acceptable behavior, said Mathematica researcher Brian Gill.

In comparing higher-performing to lower-performing KIPP schools, researchers found “class size, teacher experience and professional development opportunities” were not associated with higher scores, adds Jay Mathews in the Washington Post.

The latest CREDO study of charter school effectiveness found New York City charter students gain an extra five months in math — seven months in Harlem — and one month in reading, compared to similar students in traditional public schools. Charters enroll many more blacks. One in three Harlem kindergartners attends a charter school.

CREDO: Charter networks maintain quality

Good charter schools start strong, concludes a new CREDO study which found no “new school” wobbles that correct over time. Schools that rank in the lowest 20 percent tend to stay bad. In the middle, there’s some progress, especially for elementary schools.

Charter networks show better performance for low-income and minority students compared to nearby district-run schools, but, overall, do about the same.

Of four “super-networks,” KIPP and Uncommon Schools had a large positive effect on students’ academic growth in reading and math, the study concludes. Students did worse in reading at Responsive Education Solutions, which specializes in dropouts from traditional schools. White Hat, which manages online schools and alternative education centers, “had a small but significant positive impact on reading progress, but a significant negative effect in math.”

CREDO: Indiana charter students do well

Students at Indiana charter schools outperformed similar students at traditional public schools in math and reading, concludes a new report from Stanford’s CREDO. Indianapolis charter students did especially well, reports Ed Week.

The study tracked 15,297 charter school students at 64 schools from grades 3-8. On average, students in charter schools ended the year having made the equivalent of 1.5 more months of learning gains in both reading and math than their traditional public school counterparts did. Students in charter schools in Indianapolis ended the year ahead of their traditional public school counterparts by two months in reading and three months in math.

Charter students and the control group were matched by  demographic and performance data (gender, race/ethnicity, special education status, English language proficiency, free-or-reduced lunch participation, grade level, and prior test scores on state achievement tests).

In Indiana, 58 percent of charter students are black, compared to 11 percent of the state’s students. Eleven percent of charter students are in special education compared to 15 percent in traditional public schools.

In a wrap-up on education research in 2012, Matthew Di Carlo notes that CREDO’s research on charter gains in Indiana and New Jersey show most of the progress comes in big cities, Indianapolis and Newark. By contrast, rural charter students tend to underperform similar students.

One contentious variation on this question is whether charter schools “cream” higher-performing students, and/or “push out” lower-performing students, in order to boost their results. Yet another Mathematica supplement to their 2010 report examining around 20 KIPP middle schools was released, addressing criticisms that KIPP admits students with comparatively high achievement levels, and that the students who leave are lower-performing than those who stay. This report found little evidence to support either claim (also take a look at our post on attrition and charters).

An another analysis, presented in a conference paper, “found that low-performing students in a large anonymous district did not exit charters at a discernibly higher rate than their counterparts in regular public schools,” DiCarlo adds.

On the flip side of the entry/exit equation, this working paper found that students who won charter school lotteries (but had not yet attended the charter) saw immediate “benefits” in the form of reduced truancy rates, an interesting demonstration of the importance of student motivation.

Di Carlo has more on the research this year on charter management organizations, merit pay and teacher evaluations using value-added and growth measures.

CREDO: New Jersey charters do well

Children in New Jersey charter schools gained an average of three additional months of learning per year in math, and two additional months of learning in reading compared to students in traditional public schools,” according to a new study by the Center for Research on Education Outcomes (CREDO) at Stanford.

Using a “virtual control record” methodology, CREDO compared students in third through eighth grade with similar students in traditional public schools from 2007 to 2011. It found 30 percent of New Jersey charters outperformed regular public schools in reading, while 11 percent of charter did worse. In math, 40 percent of charters did significantly better than traditional schools, while 13 percent fared worse.

Special ed students do about the same in charters as in traditional public schools, the study found.  English Language Learners in charter schools — a small group — have similar gains in reading and significantly better results in math.

Compared to neighboring schools, New Jersey charter schools enroll nearly twice as many blacks, half as many whites and Asians and somewhat fewer Latinos. The poverty numbers are almost identical.

Urban charters did very well, suburban charters did somewhat better and rural charters did worse. Newark’s charter students gained an additional seven and a half months in reading and nine months in math.

Newark’s school district is trying to improve, pushed by its high-performing charter schools, writes Andy Smarick. But if the reforms don’t work, “chartering can replace the district,” he argues.

 

CREDO: New Orleans charters raise scores

Most New Orleans charter schools are improving student performance at a faster rate than traditional schools, according to Stanford’s Center for Research on Education Outcomes (CREDO). The study matched charter students to “virtual twins” in race, socioeconomic background and previous test scores at district-run schools.

New Schools for New Orleans, a nonprofit, commissioned the study to help decide which charter organizations will get some of the $28 million in federal grant money for new school start-ups.

Of 44 independent charter schools, 23 were improving at a significantly faster rate in reading, math or both than other New Orleans schools. Twelve charters were doing about the same. Nine showed slower progress; three of those have turned in their charters.