Working Paper: NBER ID: w29529
Authors: Dennis Epple; Francisco Martinez-Mora; Richard Romano
Abstract: We provide a model to analyze charter school educational practices. Students differ in cognitive ability, motivation, and household income. Student achievement depends on ability, match of their school’s curriculum to their ability, and effort. Charter schools choose curriculum to maximize achievement gains, optimally setting curriculum to attract lower ability students. Achievement gains are modest, consistent with empirical evidence. We also investigate “no excuses” charter schools. These charters enforce an effort minimum that attracts highly motivated students. We find, consistent with the evidence, that these charters are highly effective in increasing achievement, with the largest gains accruing to lower ability students.
Keywords: Charter Schools; Student Achievement; Curriculum; Educational Practices
JEL Codes: I21; I24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| charter school curriculum alignment with student abilities (I24) | student achievement (I24) |
| no-excuses charter schools enforcing effort minimums (D29) | student motivation (I21) |
| student motivation (I21) | student achievement (I24) |
| no-excuses charter schools enforcing effort minimums (D29) | student achievement (I24) |