ACHIEVEMENT AND BEHAVIOR IN CHARTER SCHOOLS: DRAWING A MORE COMPLETE PICTURE
ACHIEVEMENT AND BEHAVIOR IN CHARTER SCHOOLS: DRAWING A MORE COMPLETE PICTURE
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DOI：
10.1162/rest_a_00077
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发表时间：
2011-05-01
影响因子：
8
通讯作者：
Imberman, Scott A.
中科院分区：
文献类型：
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作者：
Imberman, Scott A.
我使用一个涵盖广泛年级的长面板来确定特许学校是否影响认知和非认知技能的形成。特许学校在纪律和出勤率方面取得了巨大进步，但考试成绩却没有提高，中学数学除外。这表明非认知技能有所改善，但认知技能没有改善，尽管如果学生返回普通公立学校，这些改善不会持续下去。从普通公立学校转换而来的特许学校对这两种技能类型的影响很小。这些结果对于因包机前趋势、人员流失和持久性选择而产生的潜在偏差是稳健的。
I use a long panel with broad grade coverage to establish whether charter schools affect cognitive and noncognitive skill formation. Schools that begin as charters generate large improvements in discipline and attendance but not test scores, with the exception of math in middle schools. This suggests improvements in noncognitive but not cognitive skills, although these improvements do not persist if students return to regular public schools. Charters that convert from regular public schools have little impact on either skill type. These results are robust to potential biases from selection off of precharter trends, attrition, and persistence.