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Monday, December 10, 2012

Op-Ed: Study of Charter Schools in NJ Leaves Many Unanswered Questions

Study's press release misrepresents findings, op-ed argues.

  Last week, with much fanfare, a study comparing standardized test scores of New Jersey’s charter school students to those of their public school peers was released by the Center for Research on Education Outcomes (CREDO). As a professor of public policy, a supporter of public education, and a parent of a charter school student, I have four questions that I would like to ask the authors. Question #1: Why does the CREDO press release misrepresent the study’s findings? The CREDO press release claimed that “New Jersey charter public schools significantly outperform their district school peers.” However, this is not even remotely what the CREDO study found. First, the CREDO study looked at only about half of New Jersey’s charter schools (46 …

Wednesday, November 28, 2012

NJ Charter School Students Learn More Than Their Peers, Report Says

Newark charters lift statewide averages, while advantages not necessarily shown elsewhere

New Jersey’s ongoing debate about whether traditional public schools or charters do a better job educating students got some provocative new data yesterday, courtesy of a study from Stanford University that came down on the side of the charters -- particularly in Newark's embattled school district. According to Stanford's Center for Research on Education Outcomes (CREDO), charter school students overall made larger learning gains than their peers in traditional schools on state tests from 2007-2011. What's more, a third of the charters showed higher achievement levels than the other public schools in their districts, with a fifth doing significantly worse, the report said. But the details of the long-awaited report also present a more …

shimon baum

2:11 pm on Friday, November 30, 2012

And cue the public school cheerleader above. Charter schools are a viable and much needed option. Nobody is asking you to send your kids there.   more ›

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