The research center found that middle school charters contributed a very impressive forty-three additional days of learning in math and thirty-six days in reading. Coincidentally or not , two high-impact Columbus charters that Fordham authorizes originally opened as middle schools. This causes us to wonder whether smart upstart charter organizations would do best to start their schools in the middle grades and then expand either upwards into high school or downwards into elementary grades , precisely the lesson KIPP and other charter high-fliers have learned over the years. Online charters.
What is far murkier is how to properly measure their performance and how to hold them accountable for those results. Either characteristic would likely apply to a large statewide e-school. Researchers need to crack open the black box of Ohio online charters even further and take a harder look: How long do their students typically attend an e-school, and does that affect their results? Does the impact of online schools differ depending on the length of attendance, geographic region, or any other student characteristics? All told, we are still left wondering whether the performance of online charters is truly an educational quality problem or related to other factors.
Charter operators for-profit and nonprofit.
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CREDO compared the charter-impact results of schools run by charter-management networks for-profit or nonprofit operators to standalone charters. The findings suggest that charter students attending a management-run school make significantly less academic growth than those attending a single-standing charter. CREDO did not break down the results by for-profit and nonprofit company. We know of a few outstanding management companies in Ohio, but it appears that, on balance, the Buckeye State still has too many management-run schools that are underperforming.
In the coming days, Ohio policymakers will need to address accountability and governance issues related to charters that contract with an external operator. Charter high schools. CREDO found that charter high schools performed relatively poorly in comparison to districts and to other types of charters.
Many of these charter high schools are probably dropout-recovery schools. So while not entirely surprising, it is especially worrisome that dropout-recovery schools are struggling to move the achievement needle for adolescents who need a serious academic boost.
At the same time, we also know that Ohio has a few stellar high school charters. Ohio leaders should examine why current charter policy encourages the growth of too many low-performing charter high schools while not allowing enough high-quality ones to flourish. But to date, Ohio has not created strong enough policies that ensure the replication of great charters or the closure of low-quality schools.
Too many low-performing charter schools throughout the Buckeye State continue to weigh down the sector—stunting support for the growth of high-quality charters. Several policymakers are already examining ways to change the course of Ohio charter policy. This report should challenge them—and charter advocates—to lay the whole of Ohio charter school law on the table. It is time to uncover exactly where our charter policies tolerate lackluster academic performance. Wholesale charter school improvement is possible in Ohio; it has happened elsewhere.
To see this through, Ohio needs a clear charter school statute, sound implementation of policy, strong funding arrangements, and a dose of public goodwill. Chad Aldis is the Thomas B. He represents the Institute in its work with the media, state and local policy makers, other education reform groups, and the public. Aaron Churchill is the Ohio research director for the Thomas B. Fordham Institute, where he has worked since In this role, Aaron oversees a portfolio of research projects aimed at strengthening education policy in Ohio.
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