Do EMO-operated Charter Schools Serve Disadvantaged Students? The Influence of State Policies

dc.creator	Natalie Lacireno-Paquet
dc.date	2004-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:48Z
dc.date.available	2015-07-20T22:08:48Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/eddcc9e738514e21ae2cdda85a5089ad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12285
dc.description	There is a paucity of research about how the policies enacted by states either foster or hinder charter schools’ service to disadvantaged students or how the characteristics of charter schools themselves affect this outcome. By combining data from the US Department of Education’s Schools and Staffing Survey with data on the characteristics of state charter school policies, this article examines how different types of charter schools respond to the policy and market signals established by state charter legislation, and the impact of such signals on the willingness and ability of charter schools to serve disadvantaged student populations. With a sample of 533 charter schools in 13 states, models are estimated to discern whether specific state policies and whether being managed by two types of for-profit educational management organizations (EMOs)—large and small ones—encourages or discourages schools from enrolling low-income and minority students. The results suggest that certain policy characteristics are important for encouraging schools to serve low-income and minority students. Specifically, having multiple chartering authorities and requiring the transportation of students are important for explaining charter schools’ service to low-income and minority students. Being managed by a large-EMO was positively but not significantly related to charter schools enrollment of low-income and minority students. The results differed for small-EMO managed schools. Small-EMOs served significantly lower percentages of minority students. The results suggest that not all charter schools are the same and that policy design and organizational form matters for determining whom charter schools will serve.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/181
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 12, p 26 (2004)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Do EMO-operated Charter Schools Serve Disadvantaged Students? The Influence of State Policies
dc.type	article