Charter School Practices and Student Selection: An Equilibrium Analysis

Dennis Epple, Francisco Martínez-Mora and Richard Romano

No 2022-032, Working Papers from Human Capital and Economic Opportunity Working Group

Abstract: We provide a model to analyze charter school educational practices. Students differ in cognitive ability, motivation, and household income. Student achievement depends on ability, match of their school's curriculum to their ability, and effort. Charter schools choose curriculum to maximize achievement gains, optimally setting curriculum to attract lower ability students. Achievement gains are modest, consistent with empirical evidence. We also investigate "no excuses" charter schools. These charters enforce an effort minimum that attracts highly motivated students. We find, consistent with the evidence, that these charters are highly effective in increasing achievement, with the largest gains accruing to lower ability students.

Keywords: education; cognitive ability; non-cognitive skills; household finance (search for similar items in EconPapers)
JEL-codes: D19 H75 J24 (search for similar items in EconPapers)
Date: 2022-10
New Economics Papers: this item is included in nep-ure
Note: MIP
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http://humcap.uchicago.edu/RePEc/hka/wpaper/Epple_ ... tudent-selection.pdf First version, September 29, 2022 (application/pdf)

Related works:
Working Paper: Charter School Practices and Student Selection: An Equilibrium Analysis (2021)
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