The Consistency of Characteristics of Effective and Ineffective Charter Schools in North Carolina (Quasi-Experimental Design) ()
ABSTRACT
The purpose of this study was to
investigate the effectiveness of the North Carolina charter schools. The
variables were chosen based on the researcher’s inference from literature
reviews discussing common factors from qualitative charter school studies. The
indicators used to determine if charter schools could be categorized as
effective or ineffective were: 1) attendance rates, 2) short suspensions, 3)
student-teacher ratio, 4) teacher quality, 5) Reading NCE, and 6) Math NCE
scores. Charter schools were determined to be effective if they were “1”
standard deviation point above average for Reading NCE and Math NCE scores.
Charter schools were determined to be ineffective if they were “1” standard
deviation point below average for Reading NCE and Math NCE scores. The data
collected for this study was ex-post facto data from the North Carolina
Department of Public Instruction’s (NCDPI) website using the academic school
year 2008-09. The data was coded and entered SPSS creating a quantitative
output to be analyzed and interpreted. The quantitative output determined that
there were a total of 12 ineffective charter schools and 10 effective charter
schools. The results indicated that no charter schools in North Carolina were
affiliated with a traditional school district. Also, the dependent variables,
attendance rate, and teacher quality were determined to be statistically
significant in determining the effectiveness of a charter school in North
Carolina. The other variables were determined to be insignificant in
determining the effectiveness of charter schools in North Carolina.
Share and Cite:
Stone, C. (2022) The Consistency of Characteristics of Effective and Ineffective Charter Schools in North Carolina (Quasi-Experimental Design).
Open Journal of Business and Management,
10, 2668-2703. doi:
10.4236/ojbm.2022.105133.
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