Differences between Charter Elementary Schools and Traditional Elementary Schools in their Grade 4 Mathematics Performance: A Texas Multiyear Investigation
AUTHORS
Elizabeth Klammer,Sam Houston State University, United States
John R. Slate,Sam Houston State University, United States
Cynthia Martinez-Garcia,Sam Houston State University, United States
ABSTRACT
In this statewide, multiyear analysis, the extent to which differences were present in mathematics achievement of Grade 4 students by school type (i.e., traditional or charter) was determined. Specifically examined was the relationship of performance to the three State of Texas Assessment of Academic Readiness (STAAR) Mathematics Performance Indicators for Grade 4 students in the 2015-2016 through the 2017-2018 school years. Statistical analyses revealed the presence of statistically significant differences in mathematics achievement as a function of school type. In every instance, Grade 4 students who were enrolled in charter schools did not perform as well as Grade 4 students who were enrolled in traditional schools. Results were consistent across all three school years and all three STAAR Mathematics Performance Indicators. Considering the substantial increase in both the number of charter schools in Texas and the number of charter school students and the poor performance of charter schools, these findings are cause for concern. Implications of these findings and recommendations for future research are discussed.
KEYWORDS
Charter schools, Traditional schools, Texas, Grade 4, STAAR, Mathematics, Performance indicators, Approaches grade level, Meets grade level, Masters grade level
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