Ron Zimmer

A New Twist in the Educational Tracking Debate.

Abstract Recently, the practice of tracking has been receiving more attention by both educators and researchers and some have questioned the policy merit. One of the strongest arguments against tracking is that it creates homogenous classes according to ability and, therefore, reduces the positive spillover effect referred to as a peer effect. While peer effects have been found to be an important input into the production of education no study has specifically examined whether these effects are more or less prevalent in classes where tracking occurs. Utilizing individual student level data, this current research examines whether the peer effect occurs in cases in which tracking is present. The results suggest that the use of tracking diminishes the impact peers have on student achievement for low- and average-ability students while the peer effect is unaffected by tracking for high-ability students.

The Role of Districts in Fostering Instructional Improvement Lessons from Three Urban Districts Partnered with the Institute for Learning.

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Getting Inside the Black Box: Examining How the Operation of Charter Schools Affects Performance

In recent years, a series of articles have examined the performance of charter schools with mixed results. Some of this research has shown that charter school performance varies by charter type or the age of the school (Bifulco & Ladd, 2006; Buddin & Zimmer, 2005; Hanushek, Kain, & Rivkin, 2002; Sass, 2006). However, this research has not examined the school attributes that lead to high- or low-achieving charter schools. In this article, we examine how student achievement varies with school operational features using student-level achievement and survey data for charter and a matched-set of traditional public schools from California. We did not find operational characteristics that were consistently related with student achievement, but we did identify some features that are more important at different grade levels or in charter schools versus in traditional public schools. We also examined the relationship between greater autonomy within schools, which is a major tenet of the charter movement, and student achievement and found very little evidence that greater autonomy leads to improved student achievement.

Is There Empirical Evidence That Charter Schools “Push Out” Low-Performing Students?

A major concern among opponents to charter schools is whether these schools will serve all students. Some have raised concerns that charter schools will “push out” low-achieving students in hopes of improving the schools’ academic profile while minimizing costs by educating fewer challenging students. In this article, we use data from an anonymous major urban school district to examine whether we see exit patterns consistent with the claim that charter schools are more likely to push out low-achieving students than are traditional public schools (TPSs). Overall, we find no empirical evidence to support the notion of push-out.

Beyond Achievement: Enrollment Consequences of Charter Schools in Michigan

One of the biggest public school reform movements in the past decade has been the passage of charter school laws. Forty states and Washington, DC have approved legislation that allows charter schools to operate within their jurisdictional boundaries. The academic research thus far has focused on where charter schools have been located and the achievement consequences of the schools. This paper addresses a direct effect of charter schools by examining their enrollment consequences. We find that in Michigan approximately 17 percent of the students who enroll in charter schools were previously enrolled in private schools and approximately 83 percent move from the traditional public schools.

Unintended Consequence of Centralized Public School Funding in Michigan Education

As part of the movement to create greater spending equity among school districts, states have centralized funding for public education and instituted funding formulas where high-spending districts are often constrained in their operational expenditures. However, these school districts often maintain local discretion over capital expenditures financed by the sale of bonds. In this study, we find that Michigans high-spending school districts have a greater probability of issuing bonds after centralizing public school funding, indicating that debt financing of capital expenditures may have become a mechanism to allow these school districts to circumvent the policys intent for greater spending equity.

Evaluating Education Programs That Have Lotteried Admission and Selective Attrition

We study the effectiveness of magnet programs in an urban district that ration excess demand by admission lotteries. Differential attrition arises since students who lose the lottery are more likely to pursue options outside the school district than students who win the lottery. When students leave the district, important outcome variables are often not observed. The treatment effects are not point-identified. We exploit known quantiles of the outcome distribution to construct informative bounds on treatment effects. We find that magnet programs improve behavioral outcomes but have no significant effect on achievement.

Charter School Authorizers and Student Achievement

In the academic and policy debates over the merits of charter schools, two things are clear: First, they are here to stay and, second, their quality varies widely. Policy makers therefore need to understand how to design charter laws that promote the creation of high-performing schools. Crucial to this discussion is the charter authorizing process, which varies across the nation. In some states, authorizing power is held exclusively by local school districts, whereas other states allow a range of authorizers that may include not only local districts, but also nonprofit organizations, counties, higher educational institutions, or a state agency. In this paper we use individual student-level data from Ohio, which permits a wide range of organizations to authorize charter schools, to examine the relationship between type of authorizer and charter-school effectiveness as measured by students’ achievement trajectories.

What Types of School Capital Projects are Voters Willing to Support

In many states, investments in school capital must be approved by bond referenda. Consequently, voter preferences can directly impact the quality of school facilities and their infrastructure. Researchers have often analyzed the causal mechanisms of referendum passage, but they have not examined whether the type of capital project affects the outcome of the referendum itself. In this paper, we use data from the state of Michigan to examine whether voters are willing to provide more or less support for specific types of capital investments. We focus on the relationship between voter support for maintenance versus the construction of a new building or additions to existing buildings. Our analysis suggests there is a higher approval rate for maintenance of existing facilities than the construction of new school buildings or additions.

Charter Schools: A Survey of Research on Their Characteristics and Effectiveness

The charter school movement is nearing its 25th anniversary, making this an opportune time to take stock of the movement by addressing the following questions: Where do charter schools locate? Who do they serve? Who manages them? Who teaches in them? Most importantly, what are the effects of charter schools on the academic performance of students who enroll in charters and on students who remain in traditional public schools? We review research findings that shed light on these questions.