Charter School Operations and Performance: Evidence from California

By R. Zimmer, R. Buddin, D. Chau, G. Daley, Brian Gill, Cassandra M. Guarino, L. Hamilton, Cathy Krop, Daniel F McCaffrey, Melinda Sandler and 1 more. 2003

159 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/4ca862e99d302912006dc4cc9cc43a3b6a592914

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In Education

Citations in the corpus

Instructional Conditions in Charter Schools and Students’ Mathematics Achievement Gains (2010, background): “…Schools Many researchers and policy makers advocate looking inside schools to better understand the conditions under which schools of choice have or do not have positive effects on achievement (Betts 2005; Gill et al. 2007; Hess and Loveless 2005; Zimmer and Buddin 2007; Zimmer et al. 2003).”
The Evaluation of Charter School Impacts: Final Report. NCEE 2010-4029. (2010, background): “Zimmer et al. (2009) found that impacts on achievement were negative and statistically significant in 2 states and not significant in 5 states.”
Controlling for Individual Heterogeneity in Longitudinal Models, with Applications to Student Achievement (2007, methodology): “The divide between fixed and random effects approaches is particularly strong in education research, with numerous examples of economists using fixed effects (14; 15; 20; 25; 38; 39; 49; 52), and educational statisticians using random effects or mixed model approaches by way of hierarchical linear m”
Is Charter School Competition in California Improving the Performance of Traditional Public Schools (2009, unknown): “In addition, earlier results in California (Zimmer et al., 2003; Buddin and Zimmer, 2005) showed that startup schools had stronger student achievement performance than conversions, so startups might generate more competitive pressure on TPSs than conversions would.”
The Evaluation of Charter School Impacts (2010, background): “Zimmer et al. (2009) found that impacts on achievement were negative and statistically significant in 2 states and not significant in 5 states.”
A Model for Teacher Effects From Longitudinal Data Without Assuming Vertical Scaling (2010, unknown): “credentialing and training, and evaluating other educational interventions (Bifulco & Ladd, 2004; Gill, Zimmer, Christman, & Blanc, 2007; Goldhaber & Anthony, 2004; Harris & Sass, 2006; Le et al., 2006; Schacter & Thum, 2004; Zimmer et al., 2003).”