WWC review of this study

Charter schools’ effects on long-term attainment and earnings.

Sass, T. R., Zimmer, R. W., Gill, B. P., and Booker, T. K. (2016). Journal of Policy Analysis and Management, 35(3), 683–706. doi:10.1002/pam.21913 Retrieved from: https://eric.ed.gov/?id=EJ1103536

  • Quasi-Experimental Design
     examining 
    2,286
     Students
    , grades
    9-PS
At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: October 2016

Access and enrollment outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Attended a two-year or four-year college within six years

Charter schools vs. Business as usual

10 Years

Full sample;
2,286 students

N/A

N/A

Yes

 
 
7
 
Completing school outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Earned standard high school diploma within five years

Charter schools vs. Business as usual

10 Years

Full sample;
1,839 students

N/A

N/A

Yes

 
 
7
 
Credit accumulation and persistence outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Persisted in college at least two consecutive years

Charter schools vs. Business as usual

10 Years

Full sample;
2,142 students

N/A

N/A

Yes

 
 
9
 

Characteristics of study sample as reported by study author.

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    Florida

Setting

The study examined sample members in Florida.

Study sample

The study uses a quasi-experimental design (QED) using matching techniques. The study sample was first restricted to students who attended charter schools in eighth grade. Students then transitioning to a charter high school for ninth grade were placed in the intervention group and those transitioning to a non-charter high school for ninth grade were available for the comparison group. Then, students in the charter high school group were matched to the non-charter group using “…a one-to-one nearest-neighbor Mahalanobis matching approach” (p. 5) with no caliper restriction and replacement. Four cohorts of students were included in the sample, including students who were in eighth grade in the school years 1997-1998 through 2000-2001. The two groups included 1,143 students each.

Intervention Group

Students were counted as having experienced the intervention if they were enrolled in a charter school in ninth grade after having attended a charter school in eighth grade. No other information was provided about the charter schools in the study.

Comparison Group

Students were counted as being in the comparison group if they attended a charter school in eighth grade but did not enroll in a charter school in ninth grade.

Support for implementation

The article did not present information related to charter schools supports.

 

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