A 2014 study from the Center for Research on Education Outcomes (CREDO) at Stanford University found that the average Ohio charter student, compared with his or her public school peer, acquired 14 fewer days in reading and 43 fewer days of math in a 180-day school year. The results were nearly identical five years earlier. CREDO cited many authorizers’ inability to “provide monitoring and oversight” as the primary source of failure. Read the full article.
Harvard Political Review – Massachusetts Charter Schools: Why Do They Outrank Their Counterparts across the Nation?