Comparison of the Achievement of the Students from New York Public Schools and NY Charter Schools - Dissertation Example

? A Quantitative Comparison of Academic Achievement In New York Public Schools vs. New York Charter Schools As Measured By 2009 - New York State ELA And Math Exams By: Tanya Kats 2011 DRAFT Table of Contents Chapter 1: Introduction Background of the Study 1 Statement of the Problem 4 Objectives of the Study 4 Significance of the Study 5 Purpose of the Study 5 Theoretical Framework 6 Research Questions 7 Limitations of the Study 10 Definition of Terms 10 References 12 A Quantitative Comparison of Academic Achievement In New York City Public Schools vs. New York City Charter Schools As Measured By 2009 - 2010 New York State ELA and Math Exams Chapter 1: Introduction Background of the Study Charter schools are public schools that operate independently of the district board of education, making them a one-school public school district (PBS.org). 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 (NYC.gov, Lubienski and Lubienski) 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 (Decker, Decker, Freeman, & Knopf, 2009). These benefits can be realized, however, only in high-quality programs with characteristics linked to positive outcomes for children (Decker, Decker, Freeman, & Knopf, 2009). However, deciding whether a public or charter school will best suit the needs of the child can be a harrowing and difficult decision for parents to make and requires a method for determining which scholastic institution will provide the best educational experience for the child. 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) 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 math. 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 academic achievement in math. However, the ability of charter schools to show better achievement than public schools was not consistent across the United States (Lubienski & Lubienski, 2006). In other words, some charter schools were better while others still had difficulties out performing public schools. When Lubienski and Lubienski (2006) examined the data on academic achievement according to the ELA and Math exams, they found that some public schools out performed charter schools while others had scores significantly lower than those of public schools. Their challenge was to find out why this was happening and how it would develop over time. In a recent report by the New York City Charter School Center (2011) it was shown that children in grades 3-8 in charter schools scored higher by six percentage points in math which showed an increase from 62.7% to 68.5%. and a two point increase in ELA which meant it rose from 42.6% to 44.6%, which was noted in the 2009-2010 school year, meaning charter schools are improving yearly. However, this differential is primarily attributed to the demographic differences in the student populations of charter and public schools, such as socioeconomic status and familial structure, which are considered as the child’s risk factors (Lubienski & Lubienski, 2006). It is further noted by Lubienski & Lubienski (2006) that children in charter schools in New York City are scoring higher than those children in public schools and this seems to be a long-term trend. This trend is happening in the neighborhoods where most of the charter schools are located, which include Harlem, Central Brooklyn and The Bronx (New York City Charter School Center, 2011). Inasmuch, it must be noted that the statistics cannot stand alone in predicting that this trend will continue because there are various important demographic and enrollment practices that could possibly have an effect on this trend as well. This report also states that less than 50% of students enrolled in charter schools or district schools are proficient in ELA and neither group was able to improve beyond two percentage points from the 2000-2001 school years (Lubienski & Lubienski, 2006). As institutions of formative education, both charter and public schools have strengths that allow them to assist children in achieving academic excellence. Both charter and public schools also have weaknesses that inhibit students from achieving academic excellence. These discrepancies with the comparative results between the charter and public schools are confusing. This is not helpful to parents who only want the best for their child. These parents want to find out which is better: public schools or charter schools? This dissertation attempts to find out which model of school is better by comparing the results of New York State ELA and Math Exams as taken by the students of New York Public Schools and New York Charter Schools. Statement of the Problem The problem statement for this study is to compare the academic achievement of the students from New York Public Schools and New York Charter Schools in areas of ELA and Math and from this to try to determine which schools are better and thus give parents reasons to choose one or the other. Objectives of the Study 1. To quantitatively 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. Significance of the Study The effect of this research will have a bearing on how teachers react to school reform as well as what reforms are proposed. It may also generate specific ideas as to how this information can be used to further assist all students. What about parents and their choosing of schools? What about school administrators and their school improvements? All contributory factors will be taken into account and rated according to their efficacy. Establishing specific characteristics relative to scholastic success and superior performance can be used universally in all scholastic models to ensure that all educational programs have the potential to provide superior education to all students. The current empirical research will be summarized in one comprehensive framework to help coalesce all relevant knowledge in one place. Establishing solid assessment criteria based on stable sources of quantitative data will provide results that are repeatable and can consistently be used to make reliable determinations about the efficacy of each educational model. The current state of flux within the field of education has created a multitude of opportunities educational leaders can use to engage in informed advocacy, mentor novices and learn from experienced practitioners as well as emerging leaders, make the public aware of the field’s reliance on a code of ethics, and, when appropriate, effect positive change within the field through suitable research that will increase current knowledge about the characteristics and lifelong benefits of quality programming for young children (Decker, Decker, Freeman, & Knorpf, 2009). Purpose of the Study This quantitative analysis will seek to determine how academic achievement in New York City public schools compare to New York City charter schools as measured by the 2009-2010 New York state ELA and Math exams through the collection of the data allowing the scores to serve as indicators of each school’s degree of strength and weakness that might enhance or inhibit student success. Although there is no comprehensive scholastic model that will satisfy the educational needs of every child, this research will attempt to determine whether the factors relative to the academic achievement of students in both settings is, in fact, 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. Theoretical Framework and Conceptual Framework The quality of leadership within any scholastic program has an enormous impact on the performance and level of achievement of the students within the program. Although the NAEYC (National Association for the Education of Young Children) is the foremost initiative established to guide and regulate curricular standards, other programs, like the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) have earned state and national support for their commitment to raising performance standards for school leaders (Shipman, Queen, & Peel, 2007). Initially an alliance consisting of twenty-four state educational agencies and eleven professional development organizations, the ISLLC has instituted rigorous standards that establish performance goals for effective leadership in addition to knowledge, disposition, and performance indicators to help define each standard (Shipman, Queen, & Peel, 2007). The ISLLC stipulates that school leadership roles require professional practice motivated by criteria and standards focused on the development of effective leadership and the ELCC was founded for the same purpose in conjunction with National Council for Accreditation of Teacher Education (NCATE) under the auspices of the National Policy Board for Educational Administration (NPBEA) (Shipman, Queen, & Peel, 2007). Inclusion of the NAEYC, ISLLC, and ELLC standards depicts benchmarks that enable standards of performance to be measured and compared more easily. These regulatory standards also establish criteria that dictate what educators should know in order to achieve excellence in their field. The principles established within these regulations staunchly provide the key elemental standards that fulfill the successfully allow teachers to encourage childhood development and learning, build family and community relationships, and achieve other standards that comprise an educational professional (Morrison, 2009). Forty-eight states have already included the Common Core Standards, including New York. These Common Core Standards emphasize ELA and Math trainings. The theory behind the common core standards is this: all children in all the states need to be ensured that they are receiving the same high quality education so that all students, no matter where they live, can have the same preparation for postsecondary education (tertiary level) and for employment. The common core standards will also provide a greater opportunity for the teachers and students to share their scholastic experiences across the states, meaning they can actually know the needs of the whole student body nationwide. However, even with the Common Core Standards implemented in New York, there is still a discrepancy between the results of New York public schools and charter schools. This should not occur in the course of standardization, as with Common Core Standards. The discrepancy among the exam results between these two kinds of schools with the presence of common core standards is the reason why this study is being conducted specifically to explore the schools’ performances in ELA and Math in the 2009-2010 state exams. Research Questions To achieve the purpose of this study, the following research questions will be addressed: 1. How does academic achievement in New York City public schools compare to NYC charter schools as measured by the 2009-2010 New York state ELA and Math exams, as determined by the quantitative information from the test results? 2. How many teachers have Associate’s degrees in Education, Bachelor’s degrees in education in New York Public Schools? In New York Charter Schools? 3. What are the educational attainments of parents with children in Charter Schools, versus those in Public Schools? 4. What is the teacher-student ratio in Charter Schools versus Public Schools? 5. How much is the funding per pupil in Charter Schools versus Public Schools? Limitations of the Study This study is only limited to finding out which is better in terms of academic achievement: New York City Public Schools or New York City Charter Schools, based on the 2009-2010 state exam results in ELA and Math, as well as other variables such as teachers’ qualifications, parents’ educational attainments, class sizes and funding-per-pupil in the schools. Definition of Terms Public Schools A scholastic institution that is maintained at public expense for the education of the children of a community or district and constitutes part of a system of free public education that usually includes primary and secondary schools (Public school, n.d.). Charter Schools An autonomous public school created by a contract between a sponsor, as a local school district or corporation, and an organizer, as a group of teachers or a community group, often with a curriculum or focus that is not traditional (Charter school, n.d.). Zone Schools Determine based on student's address, most public elementary and middle school students attend the "zoned school" that draws children from their immediate geographic region (NYC.gov, 2011). Zone schools bode often have the lowest achievement rates due to lack of qualified staff willing to work in high crime, low income areas and insufficient tools and equipment. These schools contribute to the low statistics for public schools. NCLB No Child Left Behind (Morrison, 2009) ELA English Language Arts (Lubienski & Lubienski, 2006) NEA National Education Institute ELCC Interstate School Leaders Licensure Consortium (Shipman, Queen, & Peel, 2007) ISLLC Educational Leadership Constituent Council (Shipman, Queen, & Peel, 2007) NAEYC National Association for the Education of Young Children (Decker, Decker, Freeman, & Knorpf, 2009) Curriculum All aspects of the program that influence what and how the children might learn (Decker, Decker, Freeman, & Knopf, 2009). NCATE National Council for Accreditation of Teacher Education (Shipman, Queen, & Peel, 2007) NPBEA National Policy Board for Educational Administration (Shipman, Queen, & Peel, 2007) References Brennan, J.F. (2009, March 19). Student Achievement: New York City and the Big Four. Retrieved from http://assembly.state.ny.us/member_files/044/20090319/report.pdf Charter school. (n.d.). Dictionary.com Unabridged. Retrieved October 26, 2011, from Dictionary.com website: http://dictionary.reference.com/browse/charter school Charter Schools Evaluation Project, September 2009. Retrieved from http://www.nber.org/~schools/charterschoolseval/. Charter School Info. (2011). Pros and cons of charter schools. Retrieved from http://charterschoolinfo.org/pros-and-cons-of-charter-schools Creswell, J. W. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd Ed.). Upper Saddle River, New Jersey: Pearson. 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New Jersey: Pearson Education. National Education Association (NEA). (2011). Charter schools. Retrieved from http://www.nea.org/home/16332.htm New York City Charter School Center. (2011, August 11). Data Brief: NYC charter school performance on the 2010-11 State exams for Math and English. Retrieved from http://www.nyccharterschools.org/2011-test-score-analysis-interactive New York City Charter School Center. (2010). Charter schools. Retrieved from http://www.nyccharterschools.org/act/for-parents/437 New York City Charter School Center. (2009). History [Charter Schools]. Retrieved from http://www.nyccharterschools.org/learn/about-charter-schools/history New York Department of Education. (2011). About our schools. Retrieved from http://schools.nyc.gov/AboutUs/schools/default.htm New York City Department of Education. (2010, November 9). Mayor Bloomberg Appoints Cathie Black - History-Making Business Leader with Proven Expertise Making Great Organizations Even Better - Chancellor of New York City Public Schools. Retrieved from http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2010-2011/cathieblack110910.htm NYC.gov. (2011). DOE Fact Finder. The New York City Department of Education. Retrieved from http://schools.nyc.gov/Apps/Forms/factfinder/ServiceDetails.aspx?id=34 Obama, B. (2011, July 18). American jobs act: Education. The White House. Retrieved from http://www.whitehouse.gov/issues/education PBS. (2001). School: The Story of American Public Education. Retrieved from http://www.pbs.org/kcet/publicschool/photo_gallery/photo3.html Parental Information and Resource Center (PIRC). (n.d.). New York State standardized tests. Retrieved from http:// www.nyspirc.org/pdf/NYS%20Standardized%20Tests.pdf Public school. (n.d.). Collins English Dictionary - Complete & Unabridged 10th Edition. 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Academic Performance, Characteristics, and Expenditures in New York City Elementary and Middle Schools. New York University. Retrieved from http://www.albany.edu/edfin/StiefelCR.PDF U.S. Department of Education. (2004). National assessment of educational progress: The nation’s report card America’s charter schools: Results from the NAEP 2003 pilot study. Institute of Education Sciences. Retrieved from http:// nces.ed.gov/nationsreportcard/ pdf/studies/2005456.pdf Read More