What we know about charter schools after 20+ years

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Throughout my career, a central theme of my research has addressed questions related to how schools and classrooms are organized to influence student learning. Since the first Coleman report in 1966, researchers have examined how school factors are related to student achievement. In particular, sociologists have examined how the structure and processes of schools are related to the societal stratification of educational, occupational, and economic opportunities. More recently, as research has shown that although there is variation among schools in student achievement, the differences among classrooms and teachers are critical for student achievement growth. Thus, central to my research is a focus on what goes on inside schools—inside the “black box”— and how schooling factors contribute to both social inequality and productivity.

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