Achievement and Behavior in Charter Schools: Drawing a More Complete Picture

46 Pages Posted: 27 Mar 2007 Last revised: 2 Oct 2009

See all articles by Scott A. Imberman

Scott A. Imberman

Michigan State University; Michigan State University - College of Education

Date Written: September 9, 2008

Abstract

Using a long panel with broad grade coverage, I assess how charter schools affect test scores, attendance, and discipline in order to establish whether these schools affect cognitive and non-cognitive skill formation. Schools that begin as charters generate large improvements in discipline and attendance but not test scores, with the exception of math scores in middle schools. I interpret this as reflecting improvements in non-cognitive skills but not cognitive skills. These improvements do not persist if students return to regular public schools. Charters that convert from regular public schools have little impact on cognitive or non-cognitive skill formation. These results are robust to potential bias from selection off of pre-charter trends, attrition and persistence.

Keywords: charter schools, education, achievement, behavior

JEL Classification: I21, I22, I28, H40

Suggested Citation

Imberman, Scott Andrew, Achievement and Behavior in Charter Schools: Drawing a More Complete Picture (September 9, 2008). Available at SSRN: https://ssrn.com/abstract=975487 or http://dx.doi.org/10.2139/ssrn.975487

Scott Andrew Imberman (Contact Author)

Michigan State University ( email )

East Lansing, MI 48824
United States

Michigan State University - College of Education ( email )

East Lansing, MI
United States

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