Achievement and Behavior in Charter Schools: Drawing a More Complete Picture
利用长期面板数据，研究特许学校对认知和非认知技能的影响，发现新办特许学校改善了纪律和出勤率，但除中学数学外未提升考试成绩，且效果在返回普通学校后消失。
I use a long panel with broad grade coverage to establish whether charter schools affect cognitive and noncognitive skill formation. Schools that begin as charters generate large improvements in discipline and attendance but not test scores, with the exception of math in middle schools. This suggests improvements in noncognitive but not cognitive skills, although these improvements do not persist if students return to regular public schools. Charters that convert from regular public schools have little impact on either skill type. These results are robust to potential biases from selection off of precharter trends, attrition, and persistence. © 2011 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.