Study finds that charter schools increase college enrollment rates, even if test scores decrease.

A recent examination into charter schools in Massachusetts has revealed remarkably positive academic outcomes.

The study, published last week by the National Bureau of Economic Research, highlights that charter school students in Massachusetts are notably more inclined to enroll in a four-year college and earn a degree compared to their non-charter counterparts.

However, an intriguing anomaly emerged: Students attending urban charter schools show a distinct rise in their test scores, while those in suburban and rural areas experience a decline.

The overall findings further support claims that the charter school sector in Massachusetts, which some experts consider the top-performing in the nation, substantially enhances the future prospects of its students. The state’s rigorous standards for charter schools, closing underperforming programs, and selective approval process for new campuses have garnered praise. Boston’s charter students began outperforming children in wealthier communities in math and English during the 2000s.

Yet, the latest research introduces a paradox. Unlike urban charter schools, those in non-urban areas boost college opportunities for students while simultaneously lowering test scores. This diverse spectrum of educational achievements raises questions about the operational effectiveness and priority areas in these schools.

Sarah Cohodes, the lead author of the study and a professor at the University of Michigan, emphasized the multifaceted impact schools can have on students’ lives.

In an email, Cohodes noted that while test scores typically forecast future achievements, this scenario indicates other influential aspects in schools.

Cohodes’s analysis revisits findings from a 2013 study involving Nobel laureate economist Joshua Angrist. The prior research revealed urban charter schools in Massachusetts significantly outperformed nearby public schools, while non-urban charters lagged considerably.

The recent study utilized the same sample of 15 urban charter schools and nine non-urban charter schools, utilizing data from school lotteries to pinpoint enrollment effects. Cohodes expanded the investigation across a longer timeframe, encompassing high school classes from 2006 to 2018 and incorporating college enrollment and completion data from the National Student Clearinghouse.

Crucially, Cohodes identified substantial demographic disparities among charter students based on their location. Urban charter applicants had higher proportions of Black and Latino students and a greater prevalence of poverty indicators compared to non-urban applicants.

After two years in their charter schools, urban students recorded significant improvements in math and English scores compared to their traditional public school peers. Conversely, non-urban charter students experienced slight declines in scores.

This outcome mirrors earlier studies and underscores the divergence between urban and non-urban charter school achievements. The findings suggest it may be easier to enhance educational offerings in urban settings where students often excel.

Surprisingly, non-urban charter students with falling scores showed higher college enrollment rates than their public school counterparts, with increased bachelor’s degree attainment. Urban charter students also improved their college prospects, although to a lesser extent than non-urban students.

The variations in charter school performance might stem from non-urban families seeking schools with distinctive educational approaches emphasizing areas beyond standardized testing, as noted by political scientist Jon Valant.

“Parents might not be looking for schools that are better at doing the same things as their local public schools. They might be looking for schools that do something different.”

Jon Valant, Brookings Institution

Macke Raymond from Stanford University’s Center for Research on Education Outcomes echoed this sentiment, stating that suburban charter schools may prioritize unique educational aspects over maximizing academic gains, leading to improved college readiness.

“Many non-urban charter schools intentionally offer students an experience that does not focus on maximizing academic gains. Knowing that families are well resourced, suburban charters may offer a different experience.”

Macke Raymond, Stanford University

Cohodes emphasized the importance of evaluating school effectiveness beyond test scores and plans to scrutinize practices in non-urban charters contributing to students’ post-secondary success.

“Identifying successful school models should encompass broader outcomes and be replicated, regardless of the school type,” Cohodes emphasized.