Quantitative Comparison of Academic Achievement in NYC Public Schools Dissertation

Quantitative Comparison of Academic Achievement in NYC Public Schools vs. NYC Charter Schools Measured by 2009 - 2010 NYS ELA and Math Exams - Dissertation ExampleAccording to the research findings study tutors ar reality develops that operate independently of the district board of education, making them a one-school public school district. They have their own removes written by private individuals parents, educators, community leaders that enumerate their laws, governance coordinate and principles. This autonomous setup results in bigger accountabilities for the school. Because of this autonomy and customized curricula, many people believe that involve schools are far more beneficial to youngsterren, as compared to public schools. People excessively believe that charter schools lead better services because of the high standards they set for themselves. There are studies that compare the effectiveness of public schools versus charter schools. However, they differ in their f indings. As our understanding of the cognitive development of young children increases, so does the need for high-quality childhood education programs facilitated by confident, competent instructors. The growing appreciation for the potential benefits of quality educational programs has strengthened supporting agencies and policy makers commitment to ensuring all families have access to programming that can support and enhance childrens development, growth, and learning. These benefits can be realized, however, only in high-quality programs with characteristics linked to positive outcomes for children. The establishment of a stable jurisprudence for measuring the academic achievement of the students from public schools and charter schools is needed. According to research conducted by Lubienski and Lubienski (2006), public schools and charter schools in New York City are both able to produce students that exemplify academic excellence. Since the No Child Left Behind (NCLB, 2002) l egislation was enacted, schools must show that they are contributing to a childs academic achievement, especially in the areas of English Language Arts (ELA) and Mathematics. Brennan (2009) indicates that New York City public school students outperform their peers from comparable school districts, giving the distinct impression that public schools are also effective educational forums. Conversely, the achievement analysis conducted by Hoxby, Murarka, & Kang (2009) indicates that charter schools are superior to public schools in their ability to educate students in a multitude of academic categories. In addition, Lubienski & Lubienski (2006) indicate that charter school and the private-style organizational models (p.2) were ahead of public schools in providing a model for