2003 National Assessment of Educational Progress

The mathematics and reading performance of White, Black and Hispanic fourth graders in charter schools is not measurably different from the performance of fourth graders with similar racial/ethnic backgrounds in other public schools, according to results of a pilot study released today. Other findings from the study do not show any consistent pattern of differences between charter schools and other public schools. [1]

The report, widely circulated in the media (see the Los Angeles Times Article [2] - subscription required), and Darvin Winick, Chairman of the National Assessment Governing Board, who comissioned the study, noted that "Developing a sample of students that fairly represent the charter school population presents a real challenge ... Parents select charter schools for their children for reasons that may make the charter school population different from other public schools. Most charter schools are relatively new and charters are not evenly distributed across the country. Few students have been in a charter setting for much of their education."
That said, the study did identify "two sets of findings that reflect comparative differences between charter schools and other public schools:"

1. Charter schools tend to enroll more Black students, locate more often in central cities, and hire less experienced and certified teachers.
2. The mathematics and reading performance of White, Black and Hispanic fourth graders in charter schools was not measurably different from the performance of fourth graders with similar racial/ethnic backgrounds in other public schools. [3]

The study was performed by the National Center for Education Statistics and details can be found here.
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