Roland Fryer and Will Dobbie, researchers at Harvard University, have released a new study that claims “what happens inside New York City charter schools is more important than their ideological affiliations in determining academic success.” The paper, Getting Beneath the Veil of Effective Schools: Evidence from New York City, consists of in-depth case studies at self-selecting charter schools who were paid $5,000 for their time (interviews with principals, teachers and students; providing test scores and lesson plans, videotaping lessons, etc.).
The purpose of the study was to find which traits of city-based charter schools seem to be most closely linked with academic success. Furthermore, the researchers wished to determine if any particular philosophy, such as “whole child” or “no excuses” approaches, resulted in greater academic achievement than others.
Fryer and Dobbie concluded that teacher credentials, class size, and per-pupil spending did not account for test score differences across schools. They also found that if a school does not have 1) frequent teacher feedback; 2) high rates of data usage; 3) “high-dose” tutoring; 4) more class time; and 5) a culture of high expectations, the philosophy under which the school operates does not boost its students’ achievement. These five policy variables explain almost half of the variation in school effectiveness. Even after taking into account alternative models of schooling and other variables, these five policy variables continued to be statistically important and predictive of success in a different sampling of schools.
It should be noted that this study has not been peer-reviewed; however, the ideas presented are certainly worth considering seriously as the country continues to grapple with education reform. To read the full study, please visit http://www.economics.harvard.edu/faculty/fryer/files/effective_schools.pdf
