This article uses data from Ohio, a state that allows a wide range of organizations to authorize charter schools, to examine the relationship between type of authorizer and charter-school effectiveness.

This paper uses individual student-level data from Ohio–which permits a wide range of organizations to authorize charter schools—to examine the relationship between type of authorizer and charter-school effectiveness, as measured by students’ achievement trajectories.

This paper examines the charter school authorizing process using student-level data from Ohio, a state with a range of public and private authorizers. The study found charters authorized by nonprofits are less effective in promoting student achievement than other charter schools (though there...

Ideally, nonexperimental methods that aim to replicate the results of rigorous randomized experiments focus on the intent to treat (ITT) experimental impact estimate, the most causally rigorous measure. This working paper develops a new replication approach that facilitates testing...

This report presents the first findings from a multi-year evaluation of the Knowledge Is Power Program (KIPP), a network of charter schools for disadvantaged students. Using a matched comparison group design, results show that for the vast majority of KIPP schools in the evaluation, impacts on...

This report describes the value-added models (VAMs) created for the Pittsburgh Public Schools and the Pittsburgh Federation of Teachers. Pittsburgh's VAMs use not only state assessments but also course-specific assessments, student attendance, and course completion rates, aiming to produce...