Best Seller Student Achievement in Philadelphia Regional Charter Schools: a Comparative and Longitudinal Study

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Student Achievement in Philadelphia Regional Charter Schools: a Comparative and Longitudinal Study
By:Violet Hanzely Sible
Published on 2019 by

This study investigated fifth-grade student achievement in Philadelphia, Pennsylvania regional public charter schools as compared to student achievement in traditional public schools, and determined whether the performance of charter schools changed over time. Research questions asked 1) how does student achievement in Philadelphia, Pennsylvania regional public charters compare to that of traditional public schools, and 2) do Philadelphia, Pennsylvania regional charter schools show increased student achievement over time? Drawing on an approach used by Miron (2002; 2005; 2007), the creation of adjusted, or filtered scores using regression models (one for reading and one for mathematics) that correlated slope and intercept performed with traditional public schools and public charter schools for each of the five years of the study. This approach sanctioned the investigation to control for the influence of student achievement predictors generally recognized in the research literature: socioeconomic status, ethnicity, special needs status, and school size. The result produced three measures for each of the schools: actual scores, predicted scores based on the adjustment for demographic variables and the computed difference between the actual and predicted scores. A comparison and analysis of score differences overtime delineated whether the gap between public charter and traditional public school achievement changed. As public charter schools matured, and as the number of operational public charters increased, Ttest results confirmed that charter school performance in the Philadelphia region improved, as well as, surpassed their traditional public school counterparts improved. Results of the study have policy implications regarding public charter school funding, methods to properly assess school-wide student achievement, and the equitable treatment of both public charter and traditional public schools with regard to sanctions related to student achievement outcomes. Further, study findings may guide future research about public charter schools in terms of methodologies and research models that might extend the line of inquiry.

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