![]() ![]() The coin decides who gets in and who doesn’t. This is when too many kids try for too few season charter schools. There’s kind of two different ways that we look at the effectiveness of charter schools and lots of other interventions. ![]() I think that’s an odd idea, given the way the research actually comes out.Īlso, really quickly, we motivated this session by thinking about random assignment. I think there’s a lot of people out there who think that we have a lot of evidence on charter schools and it’s saying that charter schools are not doing very well. That’s going to be kind of a theme as I kind of talk about where we are in the research on these things is that we actually have a lot of high-quality evidence on charter schools, and I think it’s often misunderstood. I’d add on to that that communicating this high-quality work is also obviously of huge importance. And my friend in the teachers union says they’re bad therefore, they are bad.” If we can combat that with high-quality research, I think that is our most important weapon in this conversation, and all these things are really just magnified by people’s personal assumptions and their motivations. I like public schools, and I think that they’re doing bad. Sometimes anecdotes and simple observations win the day, anyway, but if we don’t have high-quality work on this, that’s what’s going to win is “I don’t like charter schools. ![]() The most important reason is that in absence of high-quality research, anecdotes and simple observations are going to win the day. I think for an audience like this, it’s worth kind of thinking about, and I want to take that opportunity.įirst, kind of the case for why we need high-quality work on this. I think that there’s some misconceptions out about some important questions. MARCUS WINTERS: I want to take the opportunity to kind of think about where charter school research is and some misconceptions that are out there and what’s kind of the good studies and what’s the bad studies. MARCUS WINTERS, Senior Fellow, Manhattan Institute for Policy Research Ford School of Public Policy, School of Education and Department of Economics SUSAN DYNARSKI, Professor of Education, Public Policy, and Economics, Gerald R. The Connection Between Knowledge and Assessmentġ) Isomorphism in EdReform (COMING SOON!) –2) The Gold Standard of Research - 3) The Connection Between Knowledge and Assessment - 4) Regulation Stifling Innovation (COMING SOON!)– 5) Unintended Consequences of Reform Policy and Practices (COMING SOON!) ![]()
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