No Differences in Charter Outcomes?
My last post offered one perspective on the effects of charter schools in changing the lives of children in Harlem. Viewers of the video featured in the last post might, on the basis of the outcomes observed in the Harlem schools, believe Charter Schools are the solution to our education crisis. Today, I direct your attention to a new report from the National Center for Education Evaluation (NCEE). Readers of the NCEE report might believe that Charter Schools are generally ineffective at improving student outcomes. These two posts clearly demonstrate the danger of making important decisions based upon single perspectives. Neither is fictitious, neither is complete. Both offer valuable information for understanding what works and for whom it works. Both demonstrate the need to know more about this complex issue.
The Evaluation of Charter School Impacts, reports on a large empirical study of charter school outcomes. Here is an extract of key findings from the executive summary on the report:
• On average, charter middle schools that hold lotteries are neither more nor less successful than traditional public schools in improving student achievement, behavior, and school progress. Participating schools had no significant impacts on math or reading test scores either a year or two years after students applied, other measures of academic progress (such as attendance or grade promotion), or student conduct within or outside of school. Being admitted to a study charter school did significantly and consistently improve both students’ and parents’ satisfaction with school.
• The impact of charter middle schools on student achievement varies significantly across schools. Across 28 sites (covering 32 schools), the effects on reading scores after two years were estimated to be greater than zero in 11 sites and less than zero in 17 sites (with magnitudes ranging from -0.43 to +0.33 standard deviation units), with 4 of the individual site estimates statistically significant. The estimated effects on math scores were greater than zero in 10 sites and less than zero in 18 of the 28 sites (-0.78 to +0.65 standard deviation units), with 10 of the site estimates statistically significant.
• In our exploratory analysis, for example, we found that study charter schools serving more low income or low achieving students had statistically significant positive effects on math test scores, while charter schools serving more advantaged students—those with higher income and prior achievement—had significant negative effects on math test scores. Charter middle schools in large urban areas also had significant positive impacts on math achievement compared to negative impacts in other locales, although urbanicity was no longer an influential factor once such characteristics as students’ demographics and income levels were controlled for. There were also differential effects on reading achievement, with negative and significant impacts for study charter schools serving more advantaged students and no impacts for study charter schools serving fewer advantaged students.
• Some operational features of charter middle schools are associated with more positive (or less negative) impacts on achievement. These features include smaller enrollments and the use of ability grouping in math or English classes. Although impacts differed for study charter schools with longer- versus shorter- hours of operations or higher versus lower revenue per student, these features were no longer significant once other school and student characteristics were controlled for. We found no statistically significant relationships between achievement impacts and the charter schools’ policy environment, including the extent of its decision-making autonomy, the type of authorizer and how the authorizer held the school accountable, and whether it was operated by a private organization.
Gleason, P., Clark, M., Tuttle, C. C., and Dwoyer, E. (2010). The Evaluation of Charter School Impacts: Executive Summary (NCEE 2010-4030). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
THE LOTTERY Official Trailer
The other night I caught an interview of Madeleine Sackler, a young documentary film maker. Her film, The Lottery, chronicles four families in Harlem and their pursuit of a great education for their young children.
Whether you agree with Ms. Sackler or not, it is important that we take time to listen to her and critically evaluate her message and supporting data. Education reform is a politically charged topic. We must move beyond ideologies and examine evidence of education outcomes. We must identify what works in education and eliminate what has not worked. When we look at the outcomes of education in America there can be little argument; our current education system is broken. Our children and our nation’s future are at risk.
Our mighty nation does not demonstrate its strength in educational outcomes. Here are some outcomes. Ask yourself, is this good enough? If your answer is no, then become a change agent. Find ways to participate in meaningful dialogs and activities to solve America’s academic crisis.
Condition of Education (2010)
25% – 50% of students drop-out of school never attaining a high school diploma.
Nationally, only 67 percent of 4th grade students read at or above the basic level. In many schools reading failure is an even greater problem.
Consider these measures of international academic outcomes:
PIRLS (2006)
- The U.S. 4th Grade Reading Score of 540 is above the mean of 500.
- Score higher than U.S. score: Russian Federation, Hong Kong, Canada (Alberta), Canada (British Columbia), Singapore, Luxembourg, Canada (Ontario), Hungary, Italy, and Sweden.
- Score similar to U.S. score: Germany, Belgium, Bulgaria, Netherlands, Denmark, Canada (Nova Scotia), Latvia, England, Austria, Lithuania, Chinese Taipei, and Canada (Quebec).
TIMSS (2007)
- The U.S. 4th Grade Math Score of 529 is above the mean of 500.
- Score higher than U.S. score: Hong Kong, Singapore, Chinese Taipei, Japan, Kazakhstan, Russian Federation, England, and Latvia.
- Score similar to U.S. score: Netherlands, Lithuania, Germany, and Denmark.
Clearly, if nations that do not enjoy our vast resources can excel at educating their children, we should be able to do better than we do.
2010 Cohort Graduates
Photo by Wayne Houge
The 2010 cohort of school psychology students graduated on May 23, 2010. Cohort members include: Blaze Barrient, Allyson Higgins, Stephanie Sims, Jessica Keys, Ramona Smith, Sara Lehane, Jennifer Laufenberg, and Colleen Carrol. Congratulations!
School Psychology Interns Meet
Dr. Katherine Wickstrom and 2010 Cohort: Blaze Barrient, Allyson Higgins, Stephanie Sims, Jessica Keys, Ramona Smith, Sara Lehane, Jennifer Laufenberg, Colleen Carrol
School psychology interns, field supervisors, second year students, and program faculty meet for the final S.S.P. Intern Seminar for the Class of 2010. Interns briefed a case study conducted during their internship.
University Academic Award for School Psychology
Dr. Kevin Jones and Jennifer Laufenberg
The faculty of the School of Human Sciences was pleased to recognize the achievements of third year specialist in school psychology student Jennifer Laufenberg. Jennifer was awarded the University Academic Award – School Psychology for the 2010 school year. Jennifer excelled academically and is completing her internship having earned many accolades for her outstanding work.
School of Rock – Summer 2010
Dr. Jones Awards Master of Reading Certificate to Graduate
Excitement about summer is growing and for good reason; the LSUS School of R.O.C.K. is almost here! The LSUS School of R.O.C.K. has something for students young and, well, not quite as young. The School of R.O.C.K. is a summer tutoring program for local school-aged children with learning difficulties who are moving from 2nd to 3rd grade. The teachers in this special summer school are also students. They are a select group of graduate and undergraduate students in the School of Human Sciences.
These LSUS students gain first hand experience with evidence-based teaching methods and conduct educational research while working one-on-one with a child under the direction of Dr. Kevin Jones, the program creator. The School of R.O.C.K. is also known as Psychology 491/691. Students earn 3 semester hours of credit applicable to their degree. In addition to gaining course credit, students gain invaluable experience and enhance their graduate school admissions package.
The younger students gain an opportunity to learn and develop skills in a program adapted specifically to their individual needs. While they learn they enjoy many fun activities and get ready to begin the next school year better prepared to succeed.
LSUS students must apply and be selected to participate in this special program. Applications are available in the Psychology Department. Submit your application to your academic advisor for endorsement and consideration. Tuition stipends are available for a limited number of students.
The School of R.O.C.K. is made possible by a grant from the Shreveport-Bossier Community Foundation.
APA MLA Retains School Psychologist Designation
Excellent news for school psychologist this week! The APA Council of Representatives laid the assault on non-doctoral school psychology to rest. We owe a debt of gratitude to those leaders who worked tirelessly and professionally to achieve compromise language in the Model Licensure Act that preserves our title and practice. The long-standing exemption permitting credentialing by State Education Agencies and the use of the title “School Psychologist” was judiciously preserved. To learn more by reading messages from those in the room visit the NASP website at http://nasponline.org/standards/apamla.aspx
LSUS Students Share “School of R.O.C.K.” Research
LSUS graduate and undergraduate psychology students shared their research at the annual conference of the Louisiana School Psychological Association in Lafayette, Louisiana. Students presented three posters representing empirical findings from the 2009 School of R.O.C.K. summer program. School of R.O.C.K. is a summer program for elementary school students that provides three hours of daily instruction in reading and self-management skills. This year, six undergraduate psychology majors and three advanced graduate students in the Specialist in School Psychology Program worked as Interventionist/Researchers. Poster topics included: Repeated reading: Are effects due to repetition or practice?; Predictive validity of reinforcer assessment methods, and Self-monitoring and retention training (SMART) for children with academic performance problems.
Jennifer Laufenberg Recognized by LSPA
Jennifer Laufenberg receives Will Bergeron Award from LSPA President Cindy Morgan-D’Atrio (right) joined by LSUS faculty Dr. Becky Nolan and Dr. Katherine Wickstrom. Photo by Sam Tingle
The LSUS School Psychology Program congratulates Jennifer Laufenberg the 2009 recipient of the Will Bergeron Memorial Scholarship. As a current third year student in school psychology, Jennifer is completing her internship in Caddo Parish Public Schools. Jennifer is recognized for her outstanding accomplishments in graduate courses at LSUS, diligent work during the School of R.O.C.K. summer program in June 2009, and her leadership as a graduate assistant in the Psychology Department. Jennifer was presented with the Will Bergeron Scholarship, along with a $500 stipend, at the annual conference in Lafayette for the Louisiana School Psychological Association (LSPA) on November 12, 2009.
The Will Bergeron Memorial Scholarship was established by LSPA in 1982 in honor of one of the early practitioners and trainers of school psychology in Louisiana. Dr. Bergeron dedicated many years of service to enhance the educational growth and development of school psychologists in Louisiana.
The scholarship is awarded annually to one student in a Louisiana school psychology program who has demonstrated exceptional performance in graduate school and shows great potential to contribute to the field. Faculty and students of the LSUS School Psychology Program are proud of Jennifer and wish her success as a school psychologist.
School of R.O.C.K Receives Grant
The School of R.O.C.K. (Reading and Organization for Cool Kids), a three week summer reading camp for children with reading challenges, has been awarded a grant in the amount of $17,950 from The Community Foundation of Shreveport-Bossier. The grant will fund the reading camp at LSU Shreveport during June 2010 and will ensure that the LSUS-Caddo Parish partnership continues.
To read the whole press release visit the LSUS Office of Media and Public Relations.
Shreveport Reg., LA