Sociology and School Choice: What We Know After Two Decades of Charter Schools

Charter schools have been on the educational reform landscape for over twenty years. In the last ten years, a number of rigorous studies have examined the effects of these schools on student achievement and educational attainment. Findings reveal mixed results where student achievement is concerned...

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Bibliographic Details
Published inAnnual review of sociology Vol. 41; no. 1; pp. 159 - 180
Main Author Berends, Mark
Format Journal Article
LanguageEnglish
Published Palo Alto Annual Reviews 01.01.2015
Annual Reviews, Inc
Subjects
Academic Achievement
Attendance
Charter schools
College Students
Educational Attainment
Educational Reform
Formal Organizations
High School Students
institutional theory
market theory
Markets
Public Schools
School choice
school effectiveness
school innovation
Schools
Sociology
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Summary:Charter schools have been on the educational reform landscape for over twenty years. In the last ten years, a number of rigorous studies have examined the effects of these schools on student achievement and educational attainment. Findings reveal mixed results where student achievement is concerned (i.e., some positive, some negative, some neutral) and positive results in terms of educational attainment (i.e., high school graduation and college attendance). The article places this research within a framework that draws on both market and institutional theories, and concludes that additional research on the social organization of charter schools and traditional public schools is needed to better understand the conditions under which school choice is or is not effective.
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ISSN:0360-0572
1545-2115
DOI:10.1146/annurev-soc-073014-112340