Template-Type: ReDIF-Paper 1.0
Author-Name:  Scott Imberman
Author-X-Name-First: Scott
Author-X-Name-Last: Imberman
Author-Workplace-Name: Department of Economics, University of Houston
Author-Email:simberman@uh.edu
Title: Achievement and Behavior in Charter Schools: Drawing a More Complete Picture
Abstract: Using a long panel with broad grade coverage, I assess how charter schools af
fect test scores, attendance, and discipline in order to establish whether these schools affect
cognitive and non-cognitive skill formation. Schools that begin as charters generate large
improvements in discipline and attendance but not test scores, with the exception of math
scores in middle schools. I interpret this as re
ecting improvements in non-cognitive skills
but not cognitive skills. These improvements do not persist if students return to regular pub-
lic schools. Charters that convert from regular public schools have little impact on cognitive
or non-cognitive skill formation. These results are robust to potential bias from selection off
of pre-charter trends, attrition and persistence.
Length:  46 pages
Creation-Date:  2008-06
File-URL: http://www.uh.edu/econpapers/RePEc/hou/wpaper/2009-01.pdf
File-Format: Application/pdf
Number: 2009-01
Classification-JEL:  
Keywords: 
Handle: RePEc:hou:wpaper:2009-01