According to the research findings charter schools are public schools that operate independently of the district board of education, making them a one-school public school district. They have their own charters written by private individuals: parents, educators, community leaders that enumerate their laws, governance structure and principles. This autonomous setup results in bigger accountabilities for the school. Because of this autonomy and customized curricula, many people believe that charter schools are far more beneficial to children, as compared to public schools. People also believe that charter schools provide better services because of the high standards they set for themselves. There are studies that compare the effectiveness of public schools versus charter schools. However, they differ in their findings. As our understanding of the cognitive development of young children increases, so does the need for high-quality childhood education programs facilitated by confident, competent instructors. The growing appreciation for the potential benefits of quality educational programs has strengthened funding agencies’ and policy makers’ commitment to ensuring all families have access to programming that can support and enhance children’s development, growth, and learning. These benefits can be realized, however, only in high-quality programs with characteristics linked to positive outcomes for children. The establishment of a stable formula for measuring the academic achievement of the students from public schools and charter schools is needed. According to research conducted by Lubienski and Lubienski (2006), public schools and charter schools in New York City are both able to produce students that exemplify academic excellence. Since the No Child Left Behind (NCLB, 2002) legislation was enacted, schools must show that they are contributing to a child’s academic achievement, especially in the areas of English Language Arts (ELA) and Mathematics. Brennan (2009) indicates that New York City public school students outperform their peers from comparable school districts, giving the distinct impression that public schools are also effective educational forums. Conversely, the achievement analysis conducted by Hoxby, Murarka, & Kang (2009) indicates that charter schools are superior to public schools in their ability to educate students in a multitude of academic categories. In addition, Lubienski & Lubienski (2006) indicate that charter school and the “private-style organizational models” (p.2) were ahead of public schools in providing a model for
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The study is done to compare the academic achievement of the students from New York Public Schools and New York Charter Schools in areas of ELA and Math 2009-2010 State Exams and from this to try to determine which schools are academically better and thus give parents reasons to choose one over the other…
This research determines whether the factors relative to the academic achievement of students in both settings is due to the differentiations in the risk factors of the student bodies through an analysis of the student’s ELA and Math standardized test scores as well as employing the Hierarchical Linear Modeling analysis for other variables such as teachers’ qualifications, parents’ educational attainments, class sizes and funding-per-pupil in the schools.
First half of chapter one
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Below is a vivid description of the said sub-themes. Background of the Study As far as Education come to mind, it has become very necessary for every British child to receive formal education up to higher level. Luckily, there are legislative instruments and provisions such as the Education Act of 2002 that spells out clearly on why and how Britain nationals are to receive formal education.
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29 pages (7250 words)Dissertation
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