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

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.