Charter Schools Research Articles

Lawton et al. v. Success Academy Charter Schools, Inc. (2018): Charter School Disciplinary Approaches and Students With Disabilities

By being public entities, Charter schools must meet federal legislative mandates (e.g., Section 504) in providing a free appropriate public education (FAPE) to students with disabilities—just as their traditional district public school counterparts must do. This legal update reviews a prominent case, Lawton et al. v. Success Academy Charter Schools, Inc. (2018). The case, which eventually settled for $1.1 million plus legal fees (nearly $1.3 million), serves as an illustration of challenges involving students with disabilities in charter schools using no-excuses disciplinary practices. After the review of the case is presented, ramifications for charter schools failing to accommodate students with disabilities in disciplinary matters are considered. Implications for practice are also discussed.

Exploring Youths’ Offers to Use E-Cigarettes in Rural Hawai‘i: A Test Development and Validation Study

The purpose of this study is to describe the development and initial validation of a survey focused on problematic situations involving e-cigarette use by rural Native Hawaiian and Pacific Islander (NHPI) youths. A 5-phase approach to test development and validation was used. In Phase 1 (Item Generation), survey items were created from a series of focus groups with middle school youths on Hawai‘i Island (N = 69). In Phase 2 (Item Refinement and Selection), situational items were reduced to 40 e-cigarette offer situations that were selected for inclusion in the survey. In Phase 3 (Item Reduction), items were administered to 257 youths from 11 middle, intermediate, or multi-level public or public-charter schools on Hawai‘i Island. Exploratory factor analysis indicated the presence of three factors accounting for 50% of the variance: E-Cigarette Offers from Friends (24%), E-Cigarette Offers from Non-Friends (16%), and Coercive Pressure to Use E-Cigarettes (10%). Hypothesized relationships between offer situations and e-cigarette use were partially confirmed, supporting the construct validity of the survey. This survey helps to fill the scientific and practice gap in measuring ecodevelopmental risk and protection for e-cigarette use and has implications for e-cigarette use prevention with rural, NHPI, and/or Indigenous youth populations.

Community Health Workers Linking Clinics and Schools and Asthma Control

Childhood asthma is characterized by pervasive disparities, including 3-fold higher hospitalization rates and 7-fold higher death rates for Black children compared with White children. To address asthma disparities, one must intervene in all lived environments. To determine if a community health worker (CHW) intervention to connect the primary care, home, and school for low-income minoritized school-aged children with asthma and their caregivers improves asthma control. This study was a hybrid effectiveness/implementation trial using a 2 × 2 factorial, cluster randomized clinical trial design of 36 schools crossed with participant-level randomization into a clinic-based CHW intervention. The study was conducted from May 2018 to June 2022. The intervention took place in primary care offices, homes, and 36 West Philadelphia, Pennsylvania, public and charter schools. Children aged 5 to 13 years with uncontrolled asthma were recruited from local primary care practices. Asthma management, trigger remediation, and care coordination occurred in school, home, and primary care settings. Children were followed up for 12 months. The Yes We Can Children's Asthma Program, Open Airways For Schools Plus, and school-based asthma therapy were implemented. Improvement in asthma control, as measured by the Asthma Control Questionnaire, comparing the mean difference between groups 1 year after randomization with their baseline (difference in differences). Both primary care and school interventions were dramatically disrupted by the COVID-19 pandemic; therefore, stratified analyses were performed to assess per-protocol intervention efficacy before the pandemic disruptions. A total of 1875 participants were approached, 1248 were excluded, and 1 was withdrawn. The 626 analyzed study participants (mean [SD] age, 8.7 [2.4] years; 363 male [58%]) self-identified as Black race (96%) and non-Hispanic ethnicity (98%). Although all groups had statistically significant improvements in asthma control from baseline to 12 months (P- group: -0.46; 95% CI, -0.58 to -0.33; P+ group: -0.57; 95% CI, -0.74 to -0.44; S- group: -0.47; 95% CI, -0.58 to -0.35; S+ group: -0.59; 95% CI, -0.74 to -0.44), none of the difference-in-differences estimates from the primary prespecified models showed a clinically meaningful improvement in asthma control. Analysis from the prepandemic interval, however, demonstrated that children in the combined clinic-school intervention had a statistically significant improvement in asthma control scores compared with control (-0.79; 95% CI, -1.40 to -0.18). This randomized clinical trial provides preliminary evidence that connecting all lived environments for care of children can be accomplished through linkages with CHWs.

Unveiling invisibility: the lived experiences of former students at New Zealand's second chance education secondary school

ABSTRACT This paper examines the lived experiences of former students who attended a second chance education [SCE] secondary school in New Zealand. Like charter schools in New Zealand, School A (Pseudonym) was established to work in collaboration with a local tertiary education provider and secondary schools within the wider South Auckland region. This collaboration was to provide opportunities for secondary school students who had dropped out or did not fit into the mainstream education system in New Zealand. Drawing on qualitative methods, we give meaning to the lived experiences of eight individuals and highlight how sociocultural and socioeconomic factors led these individuals to feel invisible in the mainstream education system and how School A's practices, such as addressing teachers by their first names and emphasising hands-on learning experiences transformed lives. This research provides insights into the potential of SCE schools in reengaging disengaged youth and fostering a pathway towards creating a responsible citizen.

Pilot study of an anti-racist professional development: effects on educators’ multicultural attitudes and efficacy

Purpose This study aims to understand the impact of a pilot of the actions against racism (AAR) intervention, aimed at enhancing educators’ multicultural efficacy and attitudes in a mid-Atlantic K-8 charter school. Design/methodology/approach AAR included eight sessions delivered over one school year. Experienced facilitators led these sessions, focusing on combating racism, prejudice and discrimination. Of the 84 school staff, 56 completed a baseline survey and 33 completed a postintervention survey. Findings Paired sample t-tests revealed a significant increase in multicultural attitudes, t(29) = 2.55, p = 0.016, whereas the increase in multicultural efficacy was not significant, t(28) = 1.93, p = 0.063. The authors examined cultural and emotional intelligence as moderators of the intervention’s impact. Higher baseline cognitive reappraisal scores (an indicator of emotional intelligence) were linked to a larger increase in multicultural efficacy from pre- to postintervention, B = −0.59, t (27) = −2.20, p = 0.037. The number of sessions attended was unrelated to the intervention’s impact. Research limitations/implications This study was a single-site, uncontrolled pilot of AAR with a small sample size. Further research in additional settings with appropriately powered samples is needed to validate these results and extend findings to examine the impact of AAR on the student experience. Originality/value The study demonstrates the promising potential of AAR in improving teachers' multicultural attitudes and efficacy. Exploratory findings highlight the role of cognitive reappraisal in enhancing multicultural efficacy, contributing valuable insights for designing effective teacher training programs. This research supports the implementation of critical, identity-centered and asset-based pedagogies in education.

Examining Two-Way Dual Language Program Dispersion in the Context of Neighborhood Change, Charter School Expansion, and Enrollment Decline

Examining Two-Way Dual Language Program Dispersion in the Context of Neighborhood Change, Charter School Expansion, and Enrollment Decline

Dialectical vernacular complicity: Navigating school choice and neoliberalism at a K-8 charter school in Phoenix, Arizona

ABSTRACT This paper joins past and ongoing conversations about the neoliberalization of public schools, via school choice and charter schools specifically. Using rhetorical field methods, a variety of data was collected over two years at a K-8 charter school in Phoenix, Arizona. Based on the data gathered, I propose dialectical vernacular complicity as a new concept that sheds light on the nuance and complexity of various agents’ (dis)engagements with neoliberalism. After defining the concept, the paper follows with a case study and concludes with reflections on the limits of agency with(in) neoliberalism, public education, and democracy.

The civic side of American charter schools

There is a notable cross-national effort to incorporate market-based policies in education. This article examines one such context, the United States (US). Specifically, we examine the civic side of American charter schools through a human capital lens. Comparison of National Assessment of Educational Progress (NAEP) Civics grade 8 2006, 2010, 2014, and 2018 restricted use data provided awareness of micro-level factors related to youth civic knowledge and skill acquisition. Analyses of multiple testing cycles helped further identify patterns and relationships over time that are essential in understanding variations in civic learning across periods and school types. Results indicated that American charter schools demonstrated higher average civic performance scores for most of the testing cycles than traditional public schools. Black and Hispanic American charter and private school students demonstrate higher civic performance levels. Key factors such as teacher time spent on civics instruction and teacher credentials are not necessarily correlated with higher civic scores. Though these differences should be interpreted with caution, the findings have implications for market-based education policies writ large, specifically for charter and charter-like schools in the global north and south.

Lau v. Nichols revisited: unveiling dual language program disparities in California for Asian students and marginalized communities

AbstractCalifornia has witnessed substantial growth in multilingual programs over the past half-century since the foundational Lau v. Nichols decision, with one in seven public schools statewide offering such programs for students. Likewise, the rapid rise in California’s Asian population, as well as the increase in both overall racial diversity and socioeconomic disparities across the state, have influenced dual language bilingual education discussions. Commemorating the fiftieth anniversary of the Lau decision, this study examines the impact of school and community characteristics on the availability of dual language programs in California public schools, with particular focus on the state’s Asian student population. Employing logistic regression analysis to delve into the American Community Survey and California Department of Education datasets, the study specifically examines how student demographics and school characteristics (e.g., grade level, charter, and magnet status), as well as community features (e.g., the share of foreign-born populations and median household income), are associated with the offering of dual language programs in California schools. Despite the considerable growth of the state’s Asian American population, the study could not find a meaningful connection between Asian representation and the provision of dual language programs. In addition, the results reveal severe equity concerns regarding low-income students’ access to dual language programs. Charter schools also tend to underutilize dual language programs compared to their non-charter counterparts. Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in California’s public schools and highlight the persistent disparities faced by economically disadvantaged students.

Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure

This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each of which was approximately 10 weeks long. Fidelity of implementation was comparable between the two groups that received consultation at varying program exposure levels. Multilevel regression analyses examined how variation in the dose of consultation exposure related to both indicators of program quality considering the clustering of teachers within schools. The results showed that teachers most in need of consultation received it and that both short and long doses of consultation led to improvements in classroom climate and teaching practices outcomes over the academic year. Classrooms that received consultation for longer showed the largest change over time. Classrooms were equivalent on outcome indicators by the end of the school year and consultation appeared to have a protective effect against negative classroom climate.

Raising the Floor or Lowering the Ceiling: Challenges to Instructional Leadership at Scale

In an effort to scale success, many schools codify various practices to replicate them across schools. While such codification and replication can help scale success, scaling success often comes with numerous negative externalities such as a reduction of autonomy and burdens on successful educators. Based on real events and educators, this case follows an instructional coach through his career at a charter school as it attempts to scale a successful small charter school to a larger Charter Management Organization (CMO).

Weathering the storm: a descriptive examination of COVID era proficiency changes in charter schools

The COVID-19 pandemic imposed unprecedented disruptions on American education and contributed to profound learning loss. The stakes attached to learning loss are especially high for charter schools, whose survival and potential expansion or replication is heavily tied to test score performance. Using nationwide school-level proficiency data, this study examines achievement patterns in the charter sector between 2018–19 and 2020–21. Overall, it emerges that school proficiency rates in 2018–19 remained strongly predictive of proficiency rates in 2020–21. Still, certain notable patterns emerge from the data. Charters that serve more Black, Hispanic, and economically disadvantaged students lost more ground. Moreover, charters affiliated with education management organizations experienced less learning loss than other types of charter schools.

“Hard Work, Patience, and a Lot of Grace”: Lessons Learned from Charter School Leaders During the COVID-19

ABSTRACT Ample research has described the impact of the pandemic on teachers and students alike. However, less research focuses on the experiences of school leaders in charter schools. This study explores the experiences of charter school leaders using a longitudinal case study design from the summer of 2020 through the summer of 2022. We were particularly interested in how these experiences changed throughout the pandemic and what lessons charter school leaders learned during this time. We conducted interviews with 33 charter school leaders across the United States. We subsequently conducted three follow-up surveys with the same individuals. School leaders suggested that among the most important lessons learned throughout the crisis were prioritizing flexibility, engaging in open communication with stakeholders, and teacher and student well-being.

Social-Emotional Learning (SEL) and Cyber Schooling: An Exploratory Study

ABSTRACT Research has established the importance of social-emotional learning (SEL) in traditional public schools, but not cyber schools. In this correlational regression study, we use students (n = 18,206) from a national cyber charter school network to examine whether items in the Collaborative for Academic, Social and Emotional Learning (CASEL) SEL index inter-correlate in cyber schools, and whether CASEL has statistical relationships with club membership, synchronous class attendance, and academic outcomes. Cross sectional analyses find that for cyber charter students, CASEL individual items correlate with each other, and that CASEL from 1st semester (T1) to 2nd semester (T2) correlates at .63; thus, CASEL may have reasonable reliability for cyber students. Yet, in contrast to physical schools, CASEL does not correlate with SEL-related variables like club attendance and synchronous class attendance and has a weak (though positive) relationship with cumulative grade point average (GPA), suggesting important differences from its application in physical schools. Ordinary Least Squares (OLS) regressions examining SEL associations with relevant demographic intersectional characteristics reveal that Black students perform similarly to other students, but that Free and Reduced Meal (FARM) and especially Individualized Education Plan (IEP) students have lower measured SEL. Using OLS regression to examine relationships between students’ GPA and demographic characteristics (controlling for CASEL) show that generally, FARM and IEP students have lower GPA, but Black students have the same mean GPA as others, and Black students with IEPs actually have higher than average GPAs. We discuss implications and directions for future research.

Preparation Citizen: Assessing the Civic Outcomes of Charter Schools

ABSTRACT This study evaluates the civic performance outcomes of charter schools using the NAEP Civics Grade 8 data for 2014 and 2018. It compares civic achievement across charter schools, traditional public schools, and private schools. The results show no significant differences in overall civic performance between charter and traditional public schools. However, charter school with higher exposure to civics curriculum and instructional strategies outperformed their peers. The research highlights the crucial role of curriculum and instructional quality in enhancing civic education outcomes and deepens understanding of the civic capabilities of charter schools.

From Silence to Testimonio: Latina Adolescents’ Agency in Writing

This qualitative classroom-based study investigated the writing practices, choices, and reflections of Latinx high school students during an instructional unit on writing testimonio. The study was grounded in a sociocultural theory of writing and draws from LatCrit and testimonio research to understand how writing about self as testimonio shapes the writing practices Latinx, urban mujeres. The study took place in an eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included writing samples, interviews, participant observer memos, and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded researchers and participants the opportunity to co-construct the knowledge gained from the data corpus. Findings focused on the ways participants interacted with the study unit, how they found agency as writers, took pride in their writing, and ownership of the narratives of their communities.

Charting the Path to the Outsourcing of Discrimination Through School Choice

ABSTRACT The growth of state laws creating private school vouchers and charter schools has mounting and alarming ramifications for students’ rights, and those ramifications are shaped by a complex and shifting set of legal rules. This article explains the interplay between the increase of these school-choice programs, the U.S. Supreme Court’s recent free-exercise decisions, long-standing antidiscrimination laws, and the now-tenuous applicability of those legal protections for choice students. It concludes by considering the political ramifications of these changes, which will likely be very different in “blue” and “red” states.

New York City Catholic Schools Operating in the Public Space in a Post-Makin World

ABSTRACT Given recent U.S. Supreme Court decisions, specifically Carson v. Makin, which permit public funding for religious schools, we examine how Catholic diocese and school leaders interpret these legal shifts for Catholic education. We utilize the Catholic education sector in New York City as a case study to examine how Catholic school leaders interpret local, state, and national policy shifts in funding for Catholic education. Specifically, we examine how Catholic school leaders currently navigate public–private partnerships and how they think Makin will affect future funding of Catholic education in New York City. We find that Catholic school leaders are already participating in limited public–private partnerships and are enthusiastic about potential policy windows for opportunities such as tax-credits and religious charter schools. However, Catholic school leaders in New York face challenges in terms of state politics, Catholic identity of schools, and other school-choice advocates including public charter schools.

School Choice and Students With Disabilities: Evidence From Administrative Data

School choice has emerged as an alternative to traditional public education, allowing families to select schools outside their neighborhood. While extensive research has examined its impact on students overall, there is a need to focus on its specific effects on students with disabilities. This article addresses this gap by reviewing 39 quantitative studies analyzing this issue using administrative data. Twenty-eight focus on charter schools, and 18 compare differences in enrollment—usually referred to as the “SPED gap”—between sectors. However, few publications explore factors contributing to these disparities or variations in services provided and their impact on student outcomes. We propose future research should (a) explore outcomes beyond enrollment disparities, including both academic and non-academic aspects, as well as short and long-term consequences; (b) employ rigorous statistical methods; (c) broaden the scope of the investigation to encompass diverse states and contexts, as well as other choice policies.

School Nurses' Perceived Role and Capacity to Support School Behavioral Health Programs in DC Public and Public Charter Schools.

School nurses (SNs) practicing in DC public and public charter schools were surveyed to assess their perceived role and self-reported preparation to provide behavioral health prevention, early identification, and treatment services in schools. A total of 154 SNs completed a questionnaire about their role in the delivery of behavioral health services and supports. SNs reported they are primarily involved in the identification and referral of students to other school behavioral health professionals. Respondents also reported a lack of training in behavioral health and a desire for more information on related programs and services. This study offers recommendations for educating future SNs and highlights how the DC School Health Services Program utilized study findings to build capacity for SNs employed in practice. This study can help tailor educational opportunities for SNs to maximize their role in school behavioral healthcare process flows and ultimately improve outcomes for students and families.