Examining A Decade Of Reading And Mathematics Student Achievement Among Primary And Secondary Traditional Public School And Charter School Students: A Meta-Analytic Investigation

Abstract

The current investigation will synthesize numerous studies conducted across the nation at the elementary, middle and high school levels. Meta-analytic techniques will assist parents and educators in making evidence-based decisions while adding to the research supporting educational reform and promoting best practices in both educational models. This study was specifically designed to consider a number of variables in charter schools relative to traditional public schools, including socioeconomic status, English language learning, school competition, and eligibility for special education that may impact student mathematics and reading achievement. The findings of the current investigation suggest that students in charter school programs are not performing as well as students in traditional public schools on mathematics and reading achievement examinations.