Comparing Resource-Allocation Practices on Student Performance Between Charter Public Schools and Traditional Public Schools

charter school;Detroit;resource allocation;school choice;public school;urban schools;Education policy;Educational evaluation;Education;Educational Administration

Smart, Rajah E.Wyneken, Matthew ;

University of Michigan

关键词: charter school;    Detroit;    resource allocation;    school choice;    public school;    urban schools;    Education policy;    Educational evaluation;    Education;    Educational Administration;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/149450/Smart2019.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

In response to an education-market demand to provide equitable solutions for underserved populations, the State of Michigan passed legislation that created public school academies (i.e., charter public schools) to leverage marketplace competition that addresses supply and demand among high-quality schools. Detroit, Michigan, has a large number of urban low-performing charter and traditional public schools (Joy & Arellano, 2016). Overall, this study seeks to compare charter and traditional public schools in an urban context by examining differences in resource allocation to determine which model is producing better outcomes for student growth and proficiency. This exploratory study will use financial reports and state-assessment data from charter and traditional public schools to compare resource-allocation practices, thereby measuring educational-service efficacy through multiple variables, contributing to marketplace solutions that aim to ensure quality education in economically disadvantaged areas.