Playing To Type? (2006)
Most discussions of charter schools assume that they are monolithic. This study—the first of its kind—categorizes the nation’s charter schools into a robust typology according to their educational approaches. It also provides demographic information by type—how many are in each category, what their student populations look like, and so forth—and makes a first attempt at comparing their test scores. The result is a much richer and more accurate picture of the charter school universe.
School Performance in Ohio's Inner Cities: Comparing Charter and District School Results in 2005
How are charter schools in Ohio truly performing when compared to their district counterparts? The latest Fordham Foundation report, School Performance in Ohio's Inner Cities: Comparing Charter and District School Results in 2005 provides a rare apples-to-apples comparison of charter school and district school achievement in four of Ohio's cities: Columbus, Cleveland, Cincinnati and Dayton. The results reveal that the performance of charter pupils isn't as dismal as Ohio's charter opponents want you to believe. However, the findings also illuminate the larger problem: ALL public schools in the Buckeye State still have a long way to go to reach academic success.
Charter School Funding: Inequity's Next Frontier
Of all the controversies swirling around the nation?s charter schools, none is more hotly contested than the debate over funding. Into the fray leaps Charter School Funding: Inequity's Next Frontier, the most comprehensive and rigorous study ever undertaken of how public charter schools are funded, state by state, and how their revenues measure up to dollars received by district-run schools.
Fwd: It's All About the Kids
In just more than five years, Mary Anne Stanton has led 13 Catholic schools from high-poverty Washington, D.C. neighborhoods into a consortium that has not only strengthened each school's financial health, but has also greatly improved the academic performance of the children the schools are charged with educating. To get there, she's installed a new standards-based curriculum, shaken up old bureaucratic approaches, and streamlined operations. In its latest Fwd: Arresting Insights in Education, the Thomas B. Fordham Foundation presents a compelling story of just how much change can be made by one determined school leader with a vision.
A Wide-Angle Look at the Charter School Movement in Ohio/Dayton, circa September 2004
Charter school opponents have been taking shots nationally at charter schools in recent days, but these sorts of attacks have been a common occurrence in Dayton, Ohio since charter schools first opened there in 1998. Herewith is a report from the field on how charter schools are faring in the Buckeye State circa September 2004.
School Finance in Dayton: A Comparison of the Revenues of the School District and Community Schools
This report, prepared for the Thomas B. Fordham Institute by Public Impact, compares charter school funding and district school funding. It finds that charter schools are under-funded compared to their district counterparts, even after accounting for differences in students and grade levels. These findings should be taken seriously by those who argue that charter schools drain funds from district schools.
Prepared for the Thomas B. Fordham Institute By Public Impact
Having Their Say: The Views of Dayton-area Parents on Education
Much has changed in education in Dayton during the past two years. The remarkable election of a "reform" majority to the Dayton school board, and the selection of a new superintendent. Passage of a huge levy for school-building construction and renewal. The arrival of the No Child Left Behind Act and Ohio's Senate Bill 1. The dramatic growth of the charter-school sector and of controversy surrounding it. Some ferment on the high-school reform front. And much more. Thus, it seemed time to once again "take the community's temperature" with respect to a wide array of K-12 education issues. Herewith are the results.
The State Testing Program for Ohio and How It Works: A Primer for Charter Schools
Increasingly, charter schools are being held to the accountability standards of traditional district schools and are now also subject to the newest requirements regarding student achievement and accountability under the No Child Left Behind Act. Unfortunately, few charter schools have the financial resources necessary to hire full-time testing coordinators to help them navigate the intricacies of state and federal testing requirements. This primer is designed to aid charter school leaders in coordinating testing and test data reporting procedures as required by state and federal guidelines. The report seeks to answer the following questions:
- What are the roles and responsibilities of charter schools under Ohio's new accountability system?
- What do charter schools need to know to effectively administer the test?
- What are the responsibilities of charter schools regarding testing?
Charter School Authorizing: Are States Making the Grade?
This new report by the Thomas B. Fordham Institute is the first significant study of the organizations that authorize charter schools. The report examines 23 states and the District of Columbia to determine how supportive they are of charter schools, how good a job their authorizers are doing, and how policy makers could strengthen their states' charter programs.
Dayton Charter School Assessment Report 2001-2002
This report presents a summary of the administration and results of annual pre- and post-testing of pupils enrolled in charter schools in Dayton and Springfield, Ohio during the 2001-2002 school year. The assessment activities were a project of the Education Resource Center of the Dayton Area Chamber of Commerce (DACC). The efforts of the DACC were supported in part via philanthropic gifts from the Thomas B. Fordham Foundation and other sources. The primary purposes of the assessment project were: 1) to help classroom teachers monitor individual student achievement and adapt instruction to promote learning; 2) to provide data for schools to assist them in gauging and improving their overall effectiveness; and 3) to foster public accountability and model the use of data to inform educational decision making.