Middle School Charters in Texas: An Examination of Student Characteristics and Achievement Levels of Entrants and Leavers
Introduction
Charter schools have proliferated in Texas and across the nation. The expansion of charter schools is now a popular reform effort for many policymakers on both the right and left of the political spectrum. To examine the efficacy of such policies, a number of researchers have focused on the effects charter schools have had on student achievement, most of which have found little difference in achievement between the two types of schools (CREDO, 2009; Zimmer, R., Gill, B., Booker, K., Lavertu, S., Sass, T., and Witte, 2008). Yet, there is still a relative dearth of information about the characteristics of students entering and leaving charter schools and how these characteristics might be related to school-level achievement. This is particularly true with respect to charter schools in Texas. Most of the work in this area has focused on student racial and ethnic characteristics, while a fair number of studies have examined special education status and English-Language Learner status of entrants. Very little research has focused on the academic ability of students entering charter schools, the student attrition rate of charter schools, and the characteristics of the students staying and leaving charter 
