Replication data for: Explaining Charter School Effectiveness
Principal Investigator(s): View help for Principal Investigator(s) Joshua D. Angrist; Parag A. Pathak; Christopher R. Walters
Version: View help for Version V1
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| APP2012-0139_new_data | 10/12/2019 04:25:PM | ||
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text/plain | 14.6 KB | 10/12/2019 12:25:PM |
Project Citation:
Angrist, Joshua D., Pathak, Parag A., and Walters, Christopher R. Replication data for: Explaining Charter School Effectiveness. Nashville, TN: American Economic Association [publisher], 2013. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113867V1
Project Description
Summary:
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Lottery estimates suggest Massachusetts' urban charter schools boost
achievement well beyond that of traditional urban public schools students,
while nonurban charters reduce achievement from a higher
baseline. The fact that urban charters are most effective for poor
nonwhites and low-baseline achievers contributes to, but does not
fully explain, these differences. We therefore link school-level charter
impacts to school inputs and practices. The relative efficacy of urban
lottery sample charters is accounted for by these schools' embrace of
the No Excuses approach to urban education. In our Massachusetts
sample, Non-No-Excuses urban charters are no more effective than
nonurban charters
Scope of Project
JEL Classification:
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H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I28 Education: Government Policy
H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I28 Education: Government Policy
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