Mission & Purpose:The Education Policy Student Association (EDPOSA) is a cross-campus organization for all students that facilitates discussion about topics and research surrounding education policy; provides opportunities for interaction between IU students and experts in the field; and serves as an education policy information and resource hub for the IU Bloomington community. A few of EDPOSA’s main functions include:
- Bringing in diverse speakers with varied perspectives about current issues in education
- Providing opportunities for student engagement in panel discussions
- Conducting film screenings of education documentaries and facilitating discourse about the film content and context
- Organizing internship and career panels to increase student knowledge about the education landscape, and network with professionals in various roles in the education field.
Additionally, current news articles and information about employment opportunities are distributed through the EDPOSA listserv. EDPOSA also partners with other organizations like the Nonprofit Management Association (NMA) at SPEA and the Center for Evaluation & Education Policy (CEEP). The organization is also initiating partnership with local schools to engage IU students in an array of community engagement initiatives.
The Economics of Education Seminar Series presents...
Charter School Performance
Thursday, April 17, 2014
IMU Walnut Room
Abstract: 6000 charter schools operating across the country represent the largest school reform policy in the United States. Serving different communities under different legislative and regulatory regimes, the unifying theme is "flexibility for accountability." The diversity of the charter landscape prompts several questions. How well do charter schools educate the students they serve? Are they improving education outcomes for students? Are there policy characteristics that either support or thwart charter school performance? Using student-level data obtained for 27 states, CREDO has analyzed the performance of charter schools in terms of the academic outcomes they create for their students. The study addresses a number of oft-cited methodological challenges to the study of school choice programs. The findings indicate that the charter sector as a whole is improving over time, and currently outperforms the traditional public school sector in reading and is on par in math. The full story, however, is found in the explanation of the observed variation across communities and provides the basis for several clear and feasible policy improvements.
Margaret “Macke” Raymond is the director of the Center for Research on Education Outcomes (CREDO) at Stanford University, which analyzes education reform efforts around the country. CREDO’s mission is to enhance the impacts of education innovations on student achievement in public K-12 education. Their mantra is “Let the Data Speak.”CREDO is the foremost research group studying the academic progress of students in charter schools. With over 20 studies of state and national impacts of charter schools, its work has been cited in over 1000 media outlets, thousands of academic papers and state and national policy debates. Ms. Raymond holds a B.A. summa cum laude from Boston University, along with three masters degrees and a Ph.D. in Political Science from the University of Rochester. She and her husband live in Stanford CA with their dogs Scout and Sugar.
*** Co-sponsored by the SPEA Governance and Management faculty group, the School of Education, the Department of Economics, the Education Policy Student Association (EDPOSA), and the Multidisciplinary Ventures and Seminars Fund, Office of the Vice Provost for Faculty and Academic Affairs