Virtual School Meanderings

June 10, 2019

Press Release: CREDO At Stanford University Finds Limited Improvement In Charter School Impact In Ohio

This is the second of three entries that was referenced about thirty minutes ago (see here).  If you haven’t looked at that first entry, I would STRONGLY encourage that you do for a brief primer on some of the methodological issues.

CREDO at Stanford University Finds Limited Improvement In Charter School Impact In Ohio

CREDO releases a new report examining the impact of Ohio Charter Schools from 2013-2017

STANFORD, Calif. – Stanford University’s Center for Research on Education Outcomes (CREDO), found that the typical charter school student in Ohio makes similar progress in reading and weaker growth in math compared to their traditional public school peer (TPS).

“The performance in Ohio charter schools has been consistent since our initial investigation in 2009. We intend to continue to study the impact of the bipartisan legislation HB2 and other policies,” said Margaret Raymond, Director of CREDO at Stanford University. “We continue to be grateful for our long-term partnership with the Ohio Department of Education to provide impartial analysis.”

Key Findings

  • This report provides evidence for charter students’ performance in Ohio over four years, beginning with the 2013-2014 school year and ending in 2016-2017.
  • In Ohio, there are both online and brick-and-mortar charters. Our investigation revealed remarkably weaker growth in both reading and math among online charter students relative to the average TPS students or brick-and-mortar charter students. In fact, as CREDO has found in other states, it is the poor performance of online charter schools that drags down the overall charter impact on student academic growth.
  • Greater academic progress is found for charter black students, including black students in poverty for reading, but not among other subgroups.
  • At the school level, around 34 percent of Ohio charter schools outpace their local TPS peers in learning in reading and 29 percent in math. Still, 14 percent of charter schools have results that are significantly worse than TPS peers for reading and 32 percent of charter schools are underperforming in math relative to their local TPS peers.

To download a copy of the full report, visit:

About CREDO at Stanford University CREDO at Stanford University produces rigorous, non-partisan research and evaluation to enhance the body of empirical evidence, driving education policy decisions toward improved education outcomes for all students.

Note the portions I have highlighted in red that would be of interest to readers of this space.

The direct link to the report is available at:

Again, another result that confirms findings in a report released in the past two weeks by the National Education Policy Center (of which I am a co-author).

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