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...

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...

There are many ways to use student test scores to evaluate schools. This paper defines and examines different estimators including regression-based value-added indicators, average gains, and successive cohort differences in achievement levels. The paper helps assess which methods provide useful...

As part of No Child Left Behind, parents of low-income students in low-performing schools are offered Supplemental Educational Services (SES) for their children. These academic supports, such as extra tutoring or group sessions, take place outside the regular school day. A report and executive...