SCHOOL CHOICE IN INDIANAPOLIS: EFFECTS OF CHARTER, MAGNET, PRIVATE, AND TRADITIONAL PUBLIC SCHOOLS
SCHOOL CHOICE IN INDIANAPOLIS: EFFECTS OF CHARTER, MAGNET, PRIVATE, AND TRADITIONAL PUBLIC SCHOOLS
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DOI：
10.1162/edfp_a_00225
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发表时间：
2018-03-01
影响因子：
2.1
通讯作者：
Waddington, R. Joseph
中科院分区：
文献类型：
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作者：
Berends, Mark;Waddington, R. Joseph
学校选择研究人员往往局限于将一种选择与另一种选择进行比较（例如，特许学校与传统公立学校）。研究人员尚未研究的一个领域是同一城市地区不同学校类型的影响。我们通过分析印第安纳波利斯学生（3-8年级）的纵向数据来填补这一空白，使用学生固定效应模型来估计学生从传统公立学校转到特许学校、磁铁学校、天主教学校或其他私立学校的影响。我们发现，学生从传统的公立学校转移到特许学校后，他们的成绩没有差异。然而，转到磁铁学校的学生在数学和英语语言艺术方面每年损失-0.09标准差（SD）和-0.11 SD。转到天主教学校的学生在数学方面也经历了-0.18 SD的年度损失。这些发现是强大的一系列替代模型规格。此外，我们发现一些变异的平均学校类型的影响，学生的种族/民族，英语学习者的地位，并在选择学校就读的年数。我们讨论了我们的研究结果的背景下，选择学校的影响在整个城市地区的变化，未来的研究需要检查。
School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools). One area researchers have not examined is the effects of different school types within the same urban region. We fill this gap by analyzing longitudinal data for students (grades 3-8) in Indianapolis, using student fixed effects models to estimate the impacts of students switching from a traditional public school to a charter, magnet, Catholic, or other private school. We find that students experience no differences in their achievement gains after transferring from a traditional public school to a charter school. However, students switching to magnet schools experience modest annual losses of -0.09 standard deviation (SD) in mathematics and -0.11 SD in English Language Arts. Students switching to Catholic schools also experience annual losses of -0.18 SD in mathematics. These findings are robust to a series of alternative model specifications. Additionally, we find some variability in the mean school type impacts by students' race/ethnicity, English language learner status, and number of years enrolled in a choice school. We discuss our results in the context of the variability of choice school effects across an entire urban area, something future research needs to examine.