DIFFERENCES IN READING ACHIEVEMENT BETWEEN CHARTER AND TRADITIONAL ELEMENTARY SCHOOLS

Abstract

In this research study, the degree to which differences were present in reading performance between charter and traditional elementary public schools in Texas were determined. Archival data were obtained from the Texas Education Agency Public Education Information Management System on all Grade 3 students who were enrolled in either elementary charter or elementary traditional schools for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. Inferential statistical procedures yielded the presence of statistically significant differences in all 4 school years. Grade 3 students who were enrolled in traditional elementary schools had statistically significantly higher reading passing rates and higher reading test scores on the state-mandated assessments in all 4 school years than did students who were enrolled in charter schools. Recommendations for future research and implications of these results are provided.