Abstract
This policy study examined the differences in student achievement scores in reading and mathematics in selected public middle schools of choice and in traditional public middle schools with similar demographics and socioeconomic characteristics in a southeastern school district in North Carolina during the 1997-1998, 1998-1999, and 1999-2000 school years. The purpose was to determine whether there were significant differences in academic achievement between students in selected public middle schools of choice and students in traditional public middle schools as measured by the end-of-grade test scores in reading and mathematics. The result from the one-way ANOVA showed that there were significant differences in academic achievement between students in selected public middle schools of choice and students in traditional public middle schools as measured by the end-of-grade tests in reading and mathematics.
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