Study: Los Angeles charter schools outperform traditional district schools
Stanford University's Center for Research on Economic Outcomes (CREDO) issued a report Saturday that found charter school students in Los Angeles learn more in a year than their peers in traditional district schools. According to the study, charter school students receive the equivalent of about 50 more days of learning in reading and 79 days of math than students in traditional public schools.
“We are very pleased with the results of the study released by CREDO at Stanford University,” John Deasy, superintendent of the L.A. Unified School District, said in a statement. “Today’s study is another indicator of the amazing results our students, educators, and parents are accomplishing in LA. The students in both District and charter schools in LA are achieving at the highest levels in the history of the city. "
The report also showed impressive results for Hispanic charter school students, especially students living in poverty.
“The gains for Hispanic students in poverty at charters amount to 58 additional days
Margaret (Macke) Raymond
research fellow
Expertise: Public policy research, evaluation methods, organizational development
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Margaret E. Raymond is a research fellow at the Hoover Institution.
At Hoover, Raymond serves as director of the Center for Research on Education Outcomes (CREDO), which analyzes education reform efforts around the country. CREDO’s mission is to improve the quantity and quality of evidence about the impacts of education innovations on student achievement in public K–12 education. Raymond, who has done extensive work in public policy and education reform, is currently researching the development of competitive markets and the creation of "reliable data" on program performance.
In partnership with the Walton Family Foundation and Pearson Learning Systems, Raymond is leading a national study of the effectiveness of public charter schools. The public-academic-private partnership helps public charter schools adopt information technologies as a means to both support their operations and generate information required by the study design. More than 250 public charter schools have joined the study to date.
At Hoover, Raymond serves as director of the Center for Research on Education Outcomes (CREDO), which analyzes education reform efforts around the country. CREDO’s mission is to improve the quantity and quality of evidence about the impacts of education innovations on student achievement in public K–12 education. Raymond, who has done extensive work in public policy and education reform, is currently researching the development of competitive markets and the creation of "reliable data" on program performance.
In partnership with the Walton Family Foundation and Pearson Learning Systems, Raymond is leading a national study of the effectiveness of public charter schools. The public-academic-private partnership helps public charter schools adopt information technologies as a means to both support their operations and generate information required by the study design. More than 250 public charter schools have joined the study to date.
