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Artykuły w czasopismach na temat „Charter”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Szőke, Melinda. "11. századi nyomok az 1019. évi hamis Zalavári oklevélben". Névtani Értesítő 43 (30.12.2021): 135–43. http://dx.doi.org/10.29178/nevtert.2021.8.

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The Zalavár charters (1019, 1024) are the least viable sources of information for historical linguistics and historical onomastics regarding the 11th century among the charters of King Saint Stephen forged in the Middle Ages. This is mainly because the Zalavár charters were likely not based on documents from the reign of Saint Stephen. The charters can be classified into three chronological layers through the vernacular elements contained in them. However, the current study aims to prove that the 1019 Zalavár charter does contain information valuable to historical onomastics and linguistics research into the early 11th century, albeit to a lesser degree than than the two other forged chartes of the era (the Pécsvárad and Bakonybél charters). The hypothesis is verified by examining a few place names listed in the census of the forged charter from the end of the 11th century and the Latin context of all the names contained in the document.

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Szőke, Melinda. "A Pécsváradi oklevél helyneveinek szövegkörnyezete". Magyar Nyelvjárások 58 (2020): 109–20. http://dx.doi.org/10.30790/mnyj/2020/05.

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The Textual Context of Toponyms in the Charter of Pécsvárad The Charter of Pécsvárad (+1015/+1158 [1220 k.]/1323/1403/PR.) is a charter of an uncertain chronological status that has survived after multiple copies from the 15th century and prior to the creation of the 13th-century forged charter, a char-ter was probably issued for the Abbey of Pécsvárad also in the age of King St. Ste-phen. The founding charter includes approximately 140 indications of places and my paper examines the textual context of these. When analyzing names with a desig-nating word and a Latin geographical common noun and toponyms without it, we have identified solutions in the charters that differ from processes deemed regular later on. This includes, for example, the presence of incomplete structures with a designating word without a main component or the lack of name occurrences of the Latin geographical common noun + Hungarian toponym type. Based on the exploration of the context of toponyms in the charter, it seems cer-tain that the more extensive issuing of charters also influenced the way how proper names were recorded in the text. With time, the large number of insertions without a structure seen in the Charter of Pécsvárad are replaced by the increasing use of designating words or Latin geographical common nouns, thus the “poor” textual context of the Founding Charter of Pécsvárad indicates recording in the 11th centu-ry. Keywords: 11th-century charters, charters with an uncertain chronological sta-tus, Latin context, toponyms, norms of charter writing

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Venter, Petrus, i Rodney Duffett. "A Framework for a Generic Retail Charter: A Guide towards Sustainability and Stakeholder Support". Sustainability 14, nr 23 (28.11.2022): 15848. http://dx.doi.org/10.3390/su142315848.

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This paper develops a framework for a generic retail stakeholder charter that addresses expectations of relevant retail business stakeholders to achieve success and sustainability. Hevner’s design science research model was used for the development of this framework. Relevant literature on retail business management, stakeholder theory, and existing charters was reviewed and used for the design of a draft generic retail charter framework. The draft framework was submitted to expert practitioners and academics for verification in terms of correctness, completeness, and relevance to develop the final retail charter framework. The framework addresses stakeholder expectations regarding relevant categories, and the structure of the retail charter addresses the identity, elements, and the management of the retail charter. The elements in the generic retail charter are structured to achieve stakeholder support by ensuring compliance, satisfaction, and excitement. This generic retail charter framework creates research opportunities for the development of detailed retail charters for every stakeholder category, and customized retail charters for individual retail businesses. The framework provides further research opportunities for retail businesses operating in a particular industry, ecommerce, various Standard Industrial Classification (SIC) codes, and other countries.

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Frankenberg, Erica, Genevieve Siegel-Hawley i Jia Wang. "Choice without Equity: Charter School Segregation". education policy analysis archives 19 (10.01.2011): 1. http://dx.doi.org/10.14507/epaa.v19n1.2011.

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The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the enrollment and characteristics of charter school students and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools. This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets. Our findings suggest that charters currently isolate students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation. In some regions, white students are over-represented in charter schools while in other charter schools, minority students have little exposure to white students. Data about the extent to which charter schools serve low-income and English learner students is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation’s school children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has not yet been realized.

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Hudson, J. "Charters and Charter Scholarship in Britain and Ireland". English Historical Review CXXI, nr 492 (1.06.2006): 902. http://dx.doi.org/10.1093/ehr/cel146.

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Angrist, Joshua D., Parag A. Pathak i Christopher R. Walters. "Explaining Charter School Effectiveness". American Economic Journal: Applied Economics 5, nr 4 (1.10.2013): 1–27. http://dx.doi.org/10.1257/app.5.4.1.

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28)

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Orfield, Myron, i Thomas Luce. "An analysis of student performance in Chicago’s charter schools". education policy analysis archives 24 (31.10.2016): 111. http://dx.doi.org/10.14507/epaa.24.2203.

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Charter schools have become the cornerstone of school reform in Chicago and in many other large cities. Enrollments in Chicago charters increased by more than ten times between 2000 and 2014 and, with strong support from the current mayor and his administration, the system continues to grow. Indeed, although state law limits charter schools in Chicago to 75 schools, proponents have used a loophole that allows multiple campuses for some charters to bypass the limit and there are now more than 140 individual charter campuses in Chicago. This study uses comprehensive data for the 2012-13 and 2013-14 school years to show that, after controlling for the mix of students and challenges faced by individual schools, Chicago’s charter schools underperform their traditional counterparts in most measurable ways. Reading and math pass rates, reading and math growth rates, graduation rates, and average ACT scores (in one of the two years) are lower in charters all else equal, than in traditional neighborhood schools. The results for the two years also imply that the gap between charters and traditionals widened in the second year for most of the measures. The findings are strengthened by the fact that self-selection by parents and students into the charter system biases the results in favor of charter schools.

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Monarrez, Tomás, Brian Kisida i Matthew Chingos. "The Effect of Charter Schools on School Segregation". American Economic Journal: Economic Policy 14, nr 1 (1.02.2022): 301–40. http://dx.doi.org/10.1257/pol.20190682.

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We examine the impact of the expansion of charter schools on racial segregation in public schools, defined using multiple measures of racial sorting and isolation. Our research design utilizes between-grade differences in charter expansion within school systems and an instrumental variables approach leveraging charter school openings. Charter schools modestly increase school segregation for Black, Hispanic, Asian, and White students. On average, charters have caused a 6 percent decrease in the relative likelihood of Black and Hispanic students being exposed to schoolmates of other racial or ethnic groups. For metropolitan areas, our analysis reveals countervailing forces, as charters reduce segregation between districts. (JEL I21, I24, J15)

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Sass, Tim R. "Charter Schools and Student Achievement in Florida". Education Finance and Policy 1, nr 1 (marzec 2006): 91–122. http://dx.doi.org/10.1162/edfp.2006.1.1.91.

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I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.

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Whitehurst, G. "Services for drug users. Charter—what charter?" Journal of Substance Misuse 1, nr 1 (styczeń 1996): 56–57. http://dx.doi.org/10.3109/14659899609094720.

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Haskins, Mark E., i James G. Clawson. "Custom executive education program charters: a beneficial task and useful template". Development and Learning in Organizations: An International Journal 29, nr 1 (5.01.2015): 7–10. http://dx.doi.org/10.1108/dlo-05-2014-0043.

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Purpose – This paper introduces readers to the usefulness of, design of, and an example of a custom executive education program charter. As such, charters are posed as a key task to complete at the outset of a new custom executive education provider/client relationship. Design/methodology/approach – This paper codifies the attributes of a well-conceived and well-crafted program charter based on a number of years of having led custom executive education program design, development, and delivery activities. Findings – Six components of a useful and substantive custom executive education program charter are identified. Each is discussed as are the roles that a completed charter can contribute to in an ongoing custom executive education provider/client relationship. Practical implications – The field-inspired custom executive education program charter insights presented are immediately actionable by program providers and/or the client sponsors of such programs. Originality/value – Readers are provided with a template for crafting their own charters. The merits of having a charter are highlighted, as are some of the challenges involved in crafting one.

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Klein, Katherine. "“What Library?”". School Libraries Worldwide 28, nr 1 (13.06.2023): 78–97. http://dx.doi.org/10.29173/slw8680.

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Although charter schools are a growing segment of the US education market, they are less likely than traditional public or private schools to have dedicated library facilities, staffing, or services. Currently there is little data about what services charter schools provide to support literacy, research, or technology skill building - services commonly provided by school libraries. Without these data it is unknown whether, how, or to what extent charter schools without school libraries ensure that their students have access to these crucial learning resources. This study collected data in 87 US based K-12 charter schools across 11 states using an online survey completed by school administrators. This survey addresses library services of charter schools both with and without school library facilities. The survey shows that most charters lack facilities and staffing to provide quality school library services. In charters that have a school library the data suggests the school benefits from more services to encourage reading for fun and information literacy instruction that can improve technology use and research skills. This study informs future research and advocacy for charter school libraries.

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White, Terrenda. "Teachers of Color and Urban Charter Schools: Race, School Culture, and Teacher Turnover in the Charter Sector". Journal of Transformative Leadership & Policy Studies 7, nr 1 (1.05.2018): 27–42. http://dx.doi.org/10.36851/jtlps.v7i1.496.

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This article explores working conditions in charter schools with varying rates of teacher turnover. Ethnographic data with 28 racially diverse teachers explores teachers’ experiences, their explanations for moving charter schools, and patterns of movement when teachers leave a charter school for another school. A brief conceptual framework was used to understand multiple dimensions of working conditions in charter schools for teachers of color. Findings indicate teachers most often made structural moves between charter types, primarily from charters managed by nonprofit organizations to standalone charter schools. Teachers of color describe tensions with sociocultural conditions that limited culturally inclusive practices. Discussion includes implications for policies that push to replicate charter schools in communities of color, particularly schools with poor working conditions associated with high turnover and weak propensities to retain teachers of color.

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Theophilus C, Nwokedi, Moses Ntor-Ue Eba, Okonko Ifiok i Ndubuisi Leonard. "Assessment of Shippers and Ship Owners Ship and Charter Type Choice in the Wet and Dry Bulk Ship Brokering Market: Knowledge Guide for African Indigenous Ship Brokers". LOGI - Scientific Journal on Transport and Logistics 9, nr 1 (1.05.2018): 70–82. http://dx.doi.org/10.2478/logi-2018-0009.

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AbstractThe study assessed shippers and ship owners’ ship and charter party type choices in the wet and dry bulk ship broking and chartering market as guide for performance improvement for African and Nigerian ship brokers. It aims to determine if significant differences exists between shippers ship type choices among Very Large Crude Carriers (VLCC), Handymax, Supramax and capsize vessels in the wet and dry bulk market as well shippers and ship owners charter party type choice between voyage charter and time charter for the various ship types. The study adopted a survey method in which the Baltic International Maritime Council (BIMCO) was surveyed and 5 year data on ship types and charter party type choices of shippers and ship owners was obtained. The statistical tools of Analysis of Variance (ANOVA) and independent sample t-test were used to compare the ship type choices and charter party type choices of shippers and ship owners. The result indicates that shippers’ in the wet and dry bulk cargo market show greater preference for Supramax vessel type. The aggregate number of vessels chartered over the period covered in the study is 41,684 vessels out of which 22,593 representing about 54.2% are Supramax. This was seconded by VLCC which recorded 8,829 or 21.2% charters. Capsize and Handymax vessel types had 6211 and 4069 charters respectively which represent 14.9% and 9.77% each. Shippers and ship owners also show greater preference for voyage charter party type than time charter party for all types of vessels. It was recommended that ship brokers should place greater priority on trading in Supramax ship types and voyage charter party type as the demand trend for this ship type is likely to remain higher over time; followed by VLCC; while more shippers and ship owners are likely continue to show preference for voyage charter than time charter.

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Stulberg, Lisa Michele. "The Teachers Union-Charter Impasse: Moving Forward from the New York Caps Fight". education policy analysis archives 18 (10.10.2010): 24. http://dx.doi.org/10.14507/epaa.v18n24.2010.

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The public narrative generally frames teachers unions and the charter movement as mistrustful opponents locked in an unresolved impasse. There is little scholarly literature to correct this simplistic narrative of the relationship between charters and unions. This article examines the teachers union- charter relationship through a recent case of active and sometimes bitter charter politics: the fight to lift the charter cap in New York state in 2006 and 2007. This study examines the dynamics of the relationship through an analysis of media coverage of the New York caps fight and interviews with nearly 30 experts with varied views on charter schooling and from a wide range of professional backgrounds. The New York case suggests that ultimately, creating strong unions and effective charter schooling depends on these two sides finding common ground.

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Bradley, John, Dauvit Broun, Alice Rio i Matthew Hammond. "Exploring a Model for the Semantics of Medieval Legal Charters". International Journal of Humanities and Arts Computing 13, nr 1-2 (październik 2019): 136–54. http://dx.doi.org/10.3366/ijhac.2017.0184.

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This paper describes several aspects of a formal digital semantic model that expresses some issues presented by medieval charters. Surprisingly, perhaps, this model does not deal directly with a charter's text and is not mark-up based. Instead, it draws on the authors’ experience with the construction of three highly structured factoid-oriented prosopographical databases that drew heavily on charter sources, and that also did not explicitly contain a digital representation of the charter texts. The paper explains the way in which the structured data model thus derived differs from text-oriented approaches such as TEI/CEI work that has been done so far on charters. It presents a view on why this factoid-based model seems to capture more readily some of the complexity in the apparent meanings of the charters, and suggests that this is because it is also more likely to relate to a richer conception of the broader medieval world in which these charters were created than text-oriented work does. Finally, drawing on recent work on the ChartEx project, it explores how a combined approach, that takes the best of both text-markup and structured data modelling techniques, could evolve in the future.

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Ferguson, Maria. "Washington View: Charter schools: What a long, strange trip it’s been". Phi Delta Kappan 101, nr 8 (27.04.2020): 62–63. http://dx.doi.org/10.1177/0031721720923797.

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The recent pushback against charter schools, which has taken many by surprise, stems from what Maria Ferguson describes as a perfect storm of circumstances. Because states approach charter school authorization and oversight in so many different ways, the landscape has become confusing. Betsy DeVos’s championing of charters as part of her school choice agenda has led to suspicion of the movement. And some presidential candidates have portrayed charters as an enemy of public education. All of these circumstances could turn into an opportunity to address the issues that matter to both supporters and critics of charter schools.

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Castillo, Elise. "“Doing what it takes to keep the school open”: The philanthropic networks of progressive charter schools". education policy analysis archives 28 (17.08.2020): 121. http://dx.doi.org/10.14507/epaa.28.4452.

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Researchers have demonstrated how venture philanthropic networks advance the growth of charter schools underpinned by market tenets. However, little remains known about how progressive charter schools mobilize financial support when most funding from philanthropic networks flows to market-oriented charters. This qualitative study examines how three progressive charter schools in New York City mobilized financial support, the extent to which charters’ financial supporters operated in a networked context, and the extent to which charters’ resource mobilization activities reflected their founding progressive tenets. Findings reveal that the focal charters incorporated market logic when cultivating financial support networks. In doing so, schools endeavored to secure their own resource advantages while reinforcing resource inequities across New York City’s unequal educational landscape, hence undermining the equity and community responsibility dimensions of their progressive missions.

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Williams, Susan. "Charter mark". Nursing Standard 12, nr 3 (8.10.1997): 28. http://dx.doi.org/10.7748/ns.12.3.28.s44.

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Miller, Gail, Brodie Paterson i Rick Tucker. "Charter: view". Mental Health Practice 10, nr 1 (sierpień 2006): 23–25. http://dx.doi.org/10.7748/mhp.10.1.23.s22.

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Clackson, Stephen. "Why charter?" Physics World 6, nr 5 (maj 1993): 19. http://dx.doi.org/10.1088/2058-7058/6/5/20.

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Vaughan, Frederick, Rainer Knopff i F. L. Morton. "Charter Politics". Canadian Public Policy / Analyse de Politiques 19, nr 1 (marzec 1993): 96. http://dx.doi.org/10.2307/3551795.

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Wilkinson, Nancy L., i John W. Moran. "Team charter". TQM Magazine 10, nr 5 (październik 1998): 355–61. http://dx.doi.org/10.1108/09544789810231234.

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Dyer, Lindsey. "Patient's Charter". Health Libraries Review 11, nr 2 (czerwiec 1994): 149–50. http://dx.doi.org/10.1046/j.1365-2532.1994.11201436.x.

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Vergari, Sandra. "Charter Schools". Education and Urban Society 31, nr 4 (sierpień 1999): 389–405. http://dx.doi.org/10.1177/0013124599031004002.

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Manno, Bruno V., Gregg Vanourek i Chester E. Finn. "Charter Schools". Education and Urban Society 31, nr 4 (sierpień 1999): 429–45. http://dx.doi.org/10.1177/0013124599031004004.

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Wayson, William W. "Charter Schools". Education and Urban Society 31, nr 4 (sierpień 1999): 446–64. http://dx.doi.org/10.1177/0013124599031004005.

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Cox, John, i Steffan Davies. "Trainees' Charter". Psychiatric Bulletin 18, nr 7 (lipiec 1994): 440. http://dx.doi.org/10.1192/pb.18.7.440.

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The College since its inception has striven to ensure the highest standards of psychiatric training and education. We are aware, however, that these training recommendations are not as widely known as we would like. The objective of the Collegiate Trainees' Committee Trainees' Charter is to disseminate as widely as possible a brief document on training that draws together strands from other documents including the Statement on Approval of Training Schemes for General Professional Training for the MRCPsych. This Charter has the fun support of the Court of Electors. The intention is to raise awareness about training problems and encourage trainees to be more proactive in ensuring that their training needs are met. Only by providing the best possible level of postgraduate training can we ensure the standard of patient service we would wish and the public increasingly expect.

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Gracia, Tan Sui Ling. "Authors' Charter". Construction Management and Economics 21, nr 1 (styczeń 2003): 5. http://dx.doi.org/10.1080/0144619032000065072.

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Bar-On, Dany. "Authors' Charter". Construction Management and Economics 21, nr 2 (luty 2003): 233. http://dx.doi.org/10.1080/0144619032000079581.

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Gregori, Tullio. "Authors' Charter". Construction Management and Economics 21, nr 3 (kwiecień 2003): 333. http://dx.doi.org/10.1080/0144619032000093783.

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Smith, Andrew. "Authors' Charter". Construction Management and Economics 21, nr 4 (czerwiec 2003): 441. http://dx.doi.org/10.1080/0144619032000111269.

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Stocking, B. "Patient's charter." BMJ 303, nr 6811 (9.11.1991): 1148–49. http://dx.doi.org/10.1136/bmj.303.6811.1148.

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Merrifield, John. "Charter Laws". Journal of School Choice 1, nr 1 (5.04.2006): 3–22. http://dx.doi.org/10.1300/j467v01n01_02.

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Schneid Scherer, Susana. "Charter school". Educação 46, nr 1 (15.12.2023): e44789. http://dx.doi.org/10.15448/1981-2582.2023.1.44789.

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Este estudo analisa o modelo charter school e sua disseminação no Brasil. A coleta de dados se realizou em dois momentos: um primeiro, de levantamento de pesquisas e estudos sobre o tema no país; e um segundo, de exploração dos dados a partir do método de etnografia de redes que faz o uso de fontes online. A origem e a disseminação do movimento charter repousam nos Estados Unidos a partir da ideia de governança, com a inserção de atores e da lógica empresarial na educação pública. Quanto ao Brasil, o tratamento dos dados considerou três categorias analíticas: a origem do modelo charter school no país; a proposta pedagógica e suas experiências educacionais; e as redes de influência política. As conclusões apontam que as charter schools são um tema recente em pesquisas e iniciativas nacionalmente, o que permite a inserção de atores e estratégias empresariais como novos mecanismos para a privatização e a mercantilização da educação pública, aspectos que precisam ser adensados quanto aos seus fins e suas implicações.

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Sugarman, Stephen D. "IS IT UNCONSTITUTIONAL TO PROHIBIT FAITH-BASED SCHOOLS FROM BECOMING CHARTER SCHOOLS?" Journal of Law and Religion 32, nr 2 (lipiec 2017): 227–62. http://dx.doi.org/10.1017/jlr.2017.27.

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AbstractThis article argues that it is unconstitutional for state charter school programs to preclude faith-based schools from obtaining charters. The first section describes the “school choice” movement of the past fifty years, situating charter schools in that movement. The current state of play of school choice is documented and the roles of charter schools, private schools (primarily faith-based schools), and public school choice options are elaborated. The second section argues that based on the current state of the law it should not be unconstitutional, under the First Amendment's Establishment Clause, for states to elect to make faith-based schools eligible for charters, and, therefore, the current practice of formal discrimination on the basis of religion against families and school founders who want faith-based charter schools should be deemed unconstitutional by the US Supreme Court. Put differently, this is not the sort of issue in which the “play in the joints” between the Free Exercise and Establishment Clauses should apply so as to give states the option of restricting charter schools to secular schools.

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Vasquez Heilig, Brewer i Williams. "Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels". Education Sciences 9, nr 3 (1.08.2019): 205. http://dx.doi.org/10.3390/educsci9030205.

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We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethnoracial demographics. A majority of states have at least half of Blacks and a third of Latinx in intensely segregated charters. At the city level, we find that higher percentages of urban charter students were attending intensely segregated schools.

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LaFleur, Jennifer C. "Locating Chicago’s charter schools: A socio-spatial analysis". education policy analysis archives 24 (14.03.2016): 33. http://dx.doi.org/10.14507/epaa.24.1745.

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This project contributes to the body of research examining the implications of the geographic location of charter schools for student access, especially in high-poverty communities. Using geographic information systems (GIS) software, this paper uses data from the U.S. Census American Community Survey to identify the socioeconomic characteristics of the census tracts in which Chicago’s charter schools tend to locate. Echoing the findings of other researchers who have examined charter school locational patterns, the present analyses found evidence of a “ceiling effect” by which many charter schools appear to locate in Chicago’s higher-needs census tracts, broadly cast, but avoid locating directly within those that are highest-need. The findings suggest that because Chicago’s charter schools face per-pupil expenditures that are often up to 20% less than those of traditional public schools, they may strategically leverage location to help shape student enrollment. By frequently locating near, but not directly within highest-need communities, charter schools may find it easier to attract a quorum of relatively higher achieving students who are less expensive to educate, therefore increasing their chances of meeting academic benchmarks and retaining their charters. By extending the findings of other researchers to the context of Chicago—where charters represent an ever-increasing share of the public school market—the present analyses may inform future revisions to the policies governing the authorization of charter schools in Chicago, with the goal of increasing access for highest-need students.

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Gilraine, Michael, Uros Petronijevic i John D. Singleton. "Horizontal Differentiation and the Policy Effect of Charter Schools". American Economic Journal: Economic Policy 13, nr 3 (1.08.2021): 239–76. http://dx.doi.org/10.1257/pol.20200531.

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While school choice may enhance competition, incentives for public schools to raise productivity may be muted if public education is imperfectly substitutable with alternatives. This paper estimates the aggregate effect of charter school expansion on education quality while accounting for the horizontal differentiation of charter programs. Our research design leverages variation following the removal of North Carolina’s statewide cap to compare test score changes for students who lived near entering charters to those farther away. We find learning gains that are driven by public schools responding to increased competition from non-horizontally differentiated charter schools, even before those charters actually open. (JEL H75, I21, I28)

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Ladd, Helen F., i John D. Singleton. "The Fiscal Externalities of Charter Schools: Evidence from North Carolina". Education Finance and Policy 15, nr 1 (styczeń 2020): 191–208. http://dx.doi.org/10.1162/edfp_a_00272.

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A significant criticism of the charter school movement is that funding for charter schools diverts money away from traditional public schools. The magnitude of such adverse fiscal externalities depends in part on the nature of state and local funding policies. In this paper, we examine the fiscal effects of charter schools on both urban and nonurban school districts in North Carolina. We base our analysis on detailed balance sheet information for a sample of school districts that experienced substantial charter growth since the statewide cap on charters was raised in 2011. We find a large and negative fiscal impact in excess of $500 per traditional public school pupil in our one urban school district, which translates into an average fiscal cost of about $3,600 for each student enrolled in charter schools. We estimate comparable to somewhat larger fiscal externalities per charter school pupil for two nonurban districts.

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Kúscová, Simona, i Jack Buckley. "The Effect of Charter School Legislation on Market Share". education policy analysis archives 12 (30.11.2004): 66. http://dx.doi.org/10.14507/epaa.v12n66.2004.

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Many proponents of school choice use the claim of the market’s capability to enhance efficiency and improve performance to call for its expansion. But no markets are perfectly competitive, and the local market for public goods is filled with institutional arrangements that make it differ from the neoclassical ideal. In this paper, we look at a particular institution—the provisions of charter school legislation—and assess how it affects the ability of charter schools to gain market share. Using data from the 36 states that had passed charter legislation by 2000, and controlling for a variety of other factors, we estimate a model of the effects of various provisions in the charter laws on charter school market share. We find that two such provisions, one concerning the sponsorship of charters and another their funding sources, appear to have a strong effect on the market share of charter schools.

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Stoica, Ruxandra-Iulia. "Urban Conservation in International Charters". Protection of Cultural Heritage, nr 12 (29.12.2021): 71–78. http://dx.doi.org/10.35784/odk.2789.

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This paper will present an analytical review of doctrinal texts that have been key for the shaping of integrated urban conservation practice internationally: from the Athens Charter to the Historic Urban Landscape Convention. The 1931 Athens Charter for the Restoration of Historic Monuments was published at the same time when the Congres Internationaux d’Architecture Moderne was summing up its controversial urbanist ideology in its own Charte d'Athènes of 1933. Whilst the Athens Charter focused on technical aspects of monument restoration, the preceding debate showed a raising interest in historic urban areas. CIAM’s Charter too, despite including a section regarding historic urban areas, limited its recommendations to the protection of individual monuments or ensembles. Substantial research of historic centres in European countries preceded the first national legislations and international charters targeted specifically at urban areas in 1960s and 70s. Notably, the 1964 Venice International Charter for the Conservation and Restoration of Monuments and Sites finally extended the concepts of restoration and rehabilitation of monuments to protected areas such as historical city centres, recommending expanded heritage protection legislation worldwide. European national legislations followed suit. In 1975, the European Architectural Heritage Year had seen also the first charter promoting the conservation of the historic built environment as a whole. However, by the end of the 20th century, despite a good number of further doctrinal texts being adopted internationally, and the publication of numerous books, articles and reports touching on the problematic of urban conservation, the paucity of theoretical and conceptual advance of this field remained evident. The delay in giving a sound theoretical structure to the field of urban conservation has been, quite understandably, due to the complexity of the urban environment and the ensuing difficulty of separating out the effects of different variables at work within it. Charters over the past three decades call for an integration of planning and urban conservation based on an appraisal of the historic urban fabric and its community, an approach which should eventually provide a more sustainable urban development. This means understanding and evaluating the significance of place, on one hand, and drawing out management implications for protecting this significance and identifying opportunities for change, on the other. The 2011 Historic Urban Landscape Recommendation goes some way to internationalise the theory and practice that has been developed so far predominantly within the European context. There are many issues that have been raised through charters over the last hundred years, and many still need a proper theoretical framework that can allow them to be used in practice widely, beyond the places with strong heritage conservation traditions and legislations.

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Fitzpatrick, Brian R., Mark Berends, Joseph J. Ferrare i R. Joseph Waddington. "Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools". Educational Researcher 49, nr 3 (11.03.2020): 161–75. http://dx.doi.org/10.3102/0013189x20909814.

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As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and traditional public schools and whether characteristics of teachers and classrooms explain the observed impacts. We found that students who switched to virtual charter schools experienced large, negative effects on mathematics and English/language arts achievement that persisted over time and that these effects could not be explained by observed teacher or classroom characteristics.

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Singleton, John D. "Incentives and the Supply of Effective Charter Schools". American Economic Review 109, nr 7 (1.07.2019): 2568–612. http://dx.doi.org/10.1257/aer.20171484.

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Charter school funding is typically set by formulas that provide the same amount for students regardless of advantage or need. I present evidence that this policy skews the distribution of students served by charters toward low-cost populations by influencing where charter schools open and whether they survive. To do this, I develop and estimate an equilibrium model of charter school supply and competition to evaluate the effects of funding policies that aim to correct these incentives. The results indicate that a cost-adjusted funding formula would increase the share of disadvantaged students in charter schools with little reduction in aggregate effectiveness. (JEL H75, I21, I22, I28)

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Knight, David S., i Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools". education policy analysis archives 28 (30.03.2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.

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U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.

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Sahin, Alpaslan, Victor Willson i Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools". International Journal of Educational Reform 27, nr 1 (styczeń 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.

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O'Reilly, Robert R. "The Public Philosophy and Charter Schools: Alberta's Charter Schools". International Journal of Educational Reform 8, nr 4 (październik 1999): 342–51. http://dx.doi.org/10.1177/105678799900800402.

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Brennan, Troyen A. "Charter on Medical Professionalism: Putting the Charter into Practice". Annals of Internal Medicine 138, nr 10 (20.05.2003): 851. http://dx.doi.org/10.7326/0003-4819-138-10-200305200-00018.

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Lyons, Christopher J. "Charter on Medical Professionalism: Putting the Charter into Practice". Annals of Internal Medicine 138, nr 10 (20.05.2003): 851. http://dx.doi.org/10.7326/0003-4819-138-10-200305200-00019.

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Cruess, Richard L., i Sylvia L. Cruess. "Charter on Medical Professionalism: Putting the Charter into Practice". Annals of Internal Medicine 138, nr 10 (20.05.2003): 851. http://dx.doi.org/10.7326/0003-4819-138-10-200305200-00020.

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