![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/predict-success-final-cover_0.jpg?itok=aVIwvX20)
Do Authorizer Evaluations Predict the Success of New Charter Schools?
As the sector’s gatekeepers, charter school authorizers are responsible for ensuring that schools in their purview set students up for success. But can authorizers predict which schools will meet that standard?
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/predict-success-final-cover_0.jpg?itok=aVIwvX20)
Do Authorizer Evaluations Predict the Success of New Charter Schools?
As the sector’s gatekeepers, charter school authorizers are responsible for ensuring that schools in their purview set students up for success. But can authorizers predict which schools will meet that standard?
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/ta-equitable-grading-cover-gray.jpg?itok=RAXOAXxd)
Think Again: Does "equitable" grading benefit students?
This policy brief challenges four key ideas that underpin “equity”-motivated trends in grading reforms.
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/new-homes-same-school-cover-final.jpg?itok=bR_TyPGL)
New Home, Same School: Charters and residentially mobile students
Because the housing and education markets are linked, evictions and other involuntary changes in residence often force students to change schools at a time when they are vulnerable. But is disrupting at-risk students' education in this manner necessary?
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/eci-cover-5a.jpg?itok=LcTreQoK)
The Education Competition Index: Quantifying competitive pressure in America’s 125 largest school districts
Exposing traditional school districts to greater competition is a central goal of education reform in the United States. Yet because of the complexity of reform efforts, quantifying "competition" is challenging.
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/think-again-grade-retention-final-10-11.jpg?itok=JHSjX4WP)
Think Again: Is grade retention bad for kids?
This brief challenges the long-held notion that grade retention is “bad for kids.”
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/excellence-gaps-cover-final_1.jpg?itok=1jttdlM6)
Excellence Gaps by Race and Socioeconomic Status
This study uses NAEP data on eighth graders over the last two decades to trace the performance of America’s highest-achieving students by both race/ethnicity and socioeconomic status.
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/think-again-education-cover-final.png?itok=b0OiMyrJ)
Think Again: Is education funding in America still unequal?
This brief challenges the notion that economically disadvantaged students receive less funding than other students, with implications for equalizing classroom resources and optimizing other social policies.
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/nwgonae-cover3.jpg?itok=MpXMHnYY)
Building a Wider, More Diverse Pipeline of Advanced Learners
Thirty-six recommendations for how districts, charter networks, and states can build a continuum of advanced learning opportunities, customized to individual students’ needs and abilities, that spans the K–12 spectrum.
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/charter-schools-and-english-learners-lone-star-state-cover-3_0.png?itok=yk3TDIzq)
Charter Schools and English Learners in the Lone Star State
This study uses nearly two decades of student-level data to explore how charter school enrollment is related to Texas English learners’ achievement, attainment, and earnings.
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/think-again-csd-cover_0.png?itok=kd4TpEj-)
Think Again: Do charter schools drain resources from traditional public schools?
Opponents of public charter schools claim that they drain resources from traditional public schools. This brief argues that this assertion misses lesser-known realities and ignores obvious truths.
![](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/new-ta-college-admission-cover_0.png?itok=YWuYUmOJ)
Think Again: Do College Admissions Exams Drive Higher Education Inequities?
The SAT and ACT hold a controversial place in American education. This brief challenges the notion that college admissions exams drive inequities in college admissions and higher education attainment, as well as worsen broader social disparities.
![cover](/sites/default/files/styles/research_cover_grid_image/public/publication/cover_images/great-expectations-cover-2version-1_0.png?itok=az6zrW5d)
The Power of Expectations in District and Charter Schools
This study examines the role that high expectations should play in our nation’s academic recovery and how they operate in the traditional public, charter, and private school sectors.