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 report describes The Equity Project (TEP) charter school’s instructional and personnel strategies, examines the characteristics and attrition rates of TEP students, and measures TEP’s impacts on student achievement during the school’s first four years of operation.

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 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...