Explaining Charter School Effectiveness

By Josh Angrist, Parag A. Pathak, Christopher R. Walters. Social Science Research Network, 2013

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters

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Citations in the corpus

Free to Choose: Can School Choice Reduce Student Achievement? (2015, unknown): “For instance, charter school lottery studies have found some charters increase achievement markedly; impacts averaged over representative samples of charter schools are smaller but rarely negative (Abdulkadiroğlu et al., 2011; Angrist et al., 2013; Dobbie and Fryer, 2013; Chabrier et al., 2016).”
School Segregation, Educational Attainment and Crime Evidence from the end of busing in Charlotte-Mecklenburg (2014, background): “…2014 http://qje.oxfordjournals.org/ D ow nloaded from and neighborhood interventions on long-run outcomes such as college attendance and crime (Katz et al. 2001; Ludwig et al. 2005; Kling et al. 2007; Angrist et al. 2011; Deming 2011; Chetty et al. 2011; Deming et al. 2013; Dobbie and Fryer 2013;).”
Can Tracking Raise the Test Scores of High-Ability Minority Students?. (2016, unknown): “Similar hypotheses could explain the larger benefits for minority participants has been found in studies of class size reductions (Krueger 1999; Krueger and Whitmore 2000), charter schools (Angrist et al. 2013) and admission to selective colleges and universities (Dale and Krueger 2002).”
Do Parents Value School Effectiveness? (2020, background): “Angrist et al. (2013) and Abdulkadiroğlu et al. (2018) report on two settings where parents opt for schools that reduce student achievement.”
Promise and Paradox (2016, background): “Most notably, in a lottery-based study that includes the three charter schools in our sample with high school grades, Angrist et al. (2013b) show that charter attendance increased Advanced Placement test-taking and performance and the likelihood of attending a 4-year postsecondary institution.”
The Demand for Effective Charter Schools (2018, unknown): “A growing body of evidence suggests that these practices boost student achievement and other outcomes (Angrist et al. 2013; Dobbie and Fryer 2013; Curto and Fryer 2014; Fryer 2014).”
Stand and Deliver: Effects of Boston’s Charter High Schools on College Preparation, Entry, and Choice (2016, unknown): “…charters elsewhere in Massachu-setts, as we have shown in studies of a Knowledge Is Power Program ð KIPP Þ school in Lynn, Massachusetts ð Angrist et al. 2010, 2012 Þ and in an analysis of charter lottery results from around the state ð Angrist et al. 2011; Angrist, Pathak, and Walters 2013 Þ .”
Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time (2014, unknown): “Highly successful charter schools tend to have long school days and years, and within the charter sector, larger amounts of instructional time are correlated with higher school effectiveness (Hoxby and Murarka, 2009; Dobbie and Fryer, 2011; Angrist et al., 2013).”
In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno (2016, unknown): “The mean of the underlying potential scores determining yjigkt is identified adapting methods developed by Abadie (2002) (an application of this approach to school reform treatment effects appears in Angrist, Pathak, and Walters, 2013).”
Decomposing Treatment Effect Variation (2016, background): “See Angrist, Pathak, and Walters (2013) for a recent application that also addresses compliance.”
Charters Without Lotteries: Testing Takeovers in New Orleans and Boston (2016, unknown): “Elsewhere, we’ve found a consistently negative relationship between baseline achievement and charter score gains (Angrist et al., 2012, 2013).”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, unknown): “[15] Angrist, Joshua, Parag Pathak, and Christopher Walters.”