A recent study by researchers Sarah Cohodes from the University of Michigan and Astrid Pineda from Columbia University’s Teachers College assessed the impact of urban and nonurban charter schools in Massachusetts on academic performance and long-term outcomes. The study found that while only urban charter schools significantly improved standardized test scores, both urban and nonurban charter schools increased college attendance and degree attainment.
Using data from randomized admissions lotteries, the study analyzed 15 urban and 9 nonurban charter schools, focusing on students expected to graduate high school between 2006 and 2018. The researchers explored whether different charter school models in urban and nonurban settings contributed to variations in test scores, college preparation, attendance, and degree attainment compared to non-charter students. In the 2000s and 2010s, urban charter schools often had longer school days, high expectations, frequent teacher feedback, data-driven instruction, tutoring, and strict disciplinary practices, serving primarily minority and economically disadvantaged students. Nonurban charter schools, on the other hand, employed alternative models and served mostly white students.
The study found that attending an urban charter school led to significant increases in math and English Language Arts (ELA) MCAS scores, while nonurban charter schools were associated with slight decreases in these scores. Urban charter students were also more likely to take Advanced Placement (AP) exams compared to urban non-charter students (45 percent vs. 32 percent), take more AP tests on average (1.2 vs. 0.8 tests), and score a 3 or higher on these exams, a typical benchmark for college credit (17 percent vs. 12 percent). In contrast, nonurban charter schools saw a decrease in AP participation and scores, which researchers attribute to fewer AP course offerings rather than performance. Urban charter students also experienced an average increase in SAT scores, unlike their nonurban counterparts, with steady SAT participation across both charter and non-charter students.
Despite differences in test scores and college preparation, students from both types of charter schools were more likely to enroll in and graduate from four-year colleges compared to their non-charter peers. Urban charter schools increased the likelihood of immediate four-year college enrollment from 38 percent to 45 percent, and nonurban charter schools from 53 percent to 62 percent. These positive effects extended into the second year after high school graduation and beyond. College persistence also improved for charter students, particularly at four-year institutions. Urban charter attendance improved on-time bachelor’s degree attainment by 3 percentage points, rising to 4.1 percentage points within six years of graduation. Nonurban charter schools saw an increase of 6.4 percentage points in on-time degree attainment, reaching 10.4 percentage points within six years. Urban charter attendance equally improved four-year college enrollment and BA attainment across highly competitive and competitive institutions, while nonurban charter attendance primarily boosted outcomes at highly competitive institutions.
The researchers highlight that, although test scores and long-term outcomes are generally correlated, their findings indicate that this relationship is not always consistent. Therefore, researchers and policymakers should be cautious about evaluating educational programs based solely on standardized test results.