The Systemwide Effects of Charter Schools on Reading and Math Achievement
Open Access DepositedNumerous studies have examined charter schools’ effects on enrolled students. Yet there is little research on their systemwide effects. Accordingly, I use the variation in charter school enrollment that occurs across and within the nation’s school systems to estimate the effects of marginal increases in “charter market share” on the average achievement of all publicly enrolled students as well as specific demographic subgroups. As discussed in Chapter 1, the results suggest that an increase in charter market share has a positive effect on the reading and math achievement of most student groups by the end of middle school, with Hispanic students seeing particular benefits. As discussed in Chapter 2, these systemic gains seem to be driven by increases in charter school enrollment within student groups, as opposed to the “cross effects” that one group’s charter school enrollment has on other groups (which may be negative). Finally, as discussed in Chapter 3, there is evidence of geographic, temporal, and institutional heterogeneity. For example, gains for Black students are notably large in urban areas and the South, and there is some evidence that states with “unified” authorizing environments saw the largest gains during the study period.
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