1.Are charters with different academic models located in different demographic contexts, as measured by the types of students attending those charters and their neighboring TPSs?
2.How does the student composition of charters with a given academic model differ from those of their neighboring TPSs?
3.How uniform are the patterns of differences between charters with a given academic model and their neighboring TPSs?
If a student enrolls in a charter school rather than a non-charter school in the same district, what will the student encounter in terms of racial isolation, poverty level, and the school’s performance?
1)To what extent are students and schools affected by movement between charter schools and traditional public schools (TPS)? 2) Are student transfers from TPS to brick and mortar (B&M) charter schools associated with increasing racial isolation? How does this vary by geography? 3) Are student transfers from TPSs to charter schools associated with increasing exposure to low-income students? 3) How does this vary by geography? 4) What are the demographic characteristics of the TPSs from which cyber students transfer?
Empirically examines the gap in English Language Learner (ELL) enrollment between charter schools and traditional public schools and looks at trends in this gap over several years of data in New York City.
Examines diversity and racial isolation within charter schools in 40 states and several dozen metropolitan areas.
What are the enrollment and characteristics of charter school students? To what extent are charter schools segregated, and how do they compare to traditional public schools?
The study explores whether these EMO-operated charter schools integrate or segregate students by four key demographic characteristics: ethnic/minority classification, socioeconomic status, disabling condition and English language facility.
This article investigates how Michigan’s charter school policy influences the composition of students by race and socioeconomic status in urban traditional public schools.
Explores the relationship between charter school racial composition, school environments, and student achievement.
This article presents a dynamic model that focuses on how parental school choices affect the degree of racial and academic segregation that students experience in charter schools.
This study examines the impact of school choice on the degree of racial segregation by comparing
the conditions in the district schools students exited to the conditions in the charter schools they entered the following year.
Examine the effects of charter schools in NC on racial segregation and black-white test score gaps.
The effect of charter schools have on the distribution of students by race/ethnicity and ability.
Analyzed elementary schools in five California metropolitan areas to examine the extent that the racial composition of schools deviates from neighborhood compositions, and investigate the potential for schools to promote racial integration.
Whether or not charter schools offer a less segregated experience than the public schools to the increasing numbers of students they serve.
The aspects of schools parents prefer and how these preferences will affect the socioeconomic and racial composition of schools.
Is there evidence that charter schools are “skimming” White students?
Analysis of school reform in the US.