| Introduction and summary |
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1 | (8) |
Chapter
1. The reaction to the AFT's report on charter school scores |
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9 | (8) |
Chapter
2. Can the 'dust-up' lead to a new consensus in education research and policy? |
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17 | (4) |
Chapter
3. Problems with the critiques of the NAEP report by charter school supporters |
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21 | (8) |
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No schools, charter or regular public, should be evaluated using point-in-time score levels |
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21 | (2) |
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Shortcomings of No Child Left Behind' performance measures |
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23 | (2) |
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How charter school zealots helped create the NAEP charter sample |
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25 | (4) |
Chapter
4. Are charter school students more disadvantaged than regular public school students, and does this explain charter schools' unexpectedly low NAEP scores? |
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29 | (38) |
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How selection bias complicates the evaluation of charter schools |
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29 | (4) |
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The NCES analysis of the charter school NAEP sample |
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33 | (3) |
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Comparative studies of charter and regular public school demographics in individual states |
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36 | (11) |
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37 | (1) |
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37 | (3) |
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40 | (1) |
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41 | (1) |
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42 | (1) |
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42 | (1) |
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42 | (1) |
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42 | (1) |
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43 | (1) |
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44 | (1) |
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44 | (1) |
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44 | (1) |
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45 | (1) |
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Summary of demographic data from state-level studies |
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45 | (2) |
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Are charter demographics over-stated because of a failure to offer the lunch program? |
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47 | (1) |
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Other evidence of the relative advantage or disadvantage of charter school students |
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48 | (3) |
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51 | (16) |
Chapter
5. What we know about relative charter and regular public school student achievement |
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67 | (42) |
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The NCES's own analysis of charter school NAEP scores |
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67 | (3) |
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Evidence from state-level studies regarding the achievement of charter school students |
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70 | (28) |
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On the policy views of researchers |
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70 | (1) |
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Description of state-level studies of charter school achievement |
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71 | (21) |
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80 | (1) |
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81 | (4) |
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85 | (1) |
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86 | (1) |
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86 | (1) |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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88 | (1) |
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89 | (1) |
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89 | (1) |
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89 | (3) |
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Age-of-school influences on charter school student achievement |
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92 | (3) |
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95 | (2) |
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97 | (1) |
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98 | (8) |
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Summary of evidence on charter and regular public school achievement |
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106 | (3) |
Chapter
6. The philosophy of charter schools |
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109 | (16) |
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Are standardized test scores less important for charter schools, because charter schools will be shut down in any case if they don't perform well'? |
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109 | (7) |
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Are bureaucratic regulations and union rules the cause of low student achievement'? |
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116 | (9) |
Chapter
7. Conclusion |
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125 | (2) |
| Appendix A. Using different standards for evaluating charter and regular public schools |
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127 | (14) |
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Robert Lerner and the National Center for Education Statistics (NCES) |
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127 | (3) |
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Former U.S. Secretary of Education Roderick Paige and Deputy Secretary Nina Rees |
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130 | (2) |
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Jeanne Allen and the Center for Education Reform |
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132 | (1) |
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133 | (1) |
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Jay P. Greene; Kaleem Caire, and the Black Alliance for Educational Options |
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134 | (3) |
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137 | (1) |
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"Shoot the Messenger" reactions of charter school zealots |
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138 | (3) |
| Appendix B. Alternative presentations of NAEP charter school demographic data |
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141 | (4) |
| Endnotes |
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145 | (18) |
| Bibliography |
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163 | (14) |
| Acknowledgments |
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177 | (2) |
| About EPI and Teachers College Press |
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179 | (1) |
| Titles of special interest to educators from the Economic Policy Institute |
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180 | (4) |
| Titles of special interest to educators from Teachers College Press |
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