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It also models the effects of H.R. 4502 to assess potential impacts on students served by EMO-operated charters.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\u003Cbr>&Nonpublic Dollars  \u003Cbr>Angela K.Dills  \u003Cbr>Patrick J.Wolf  \u003Cbr>Corey A.DeAngelis  \u003Cbr>Jay F.May  \u003Cbr>Larry D.Maloney  \u003Cbr>Cassidy Syftestad  \u003Cbr>October 2021  \u003Cbr>FACTS   |\n| --- |\n\n# Charter School Funding:Dispelling Mythsabout EMOs,Expenditure Patterns,&Nonpublic Dollars\n\nAngela K.DillsPatrick J.WolfCorey A.DeAngelisJay F.MayLarry D.MaloneyCassidy Syftestad  \nOctober 2021  \nSchool Choice Demonstration ProjectDepartment of Education ReformUniversity of Arkansas201 Graduate Education BuildingFayetteville,AR 72701  \nhttps://scdp.uark.edu/charter-school-funding-dispelling-myths  \nThe University of Arkansas  \nwasfounded in1871 as theflagshipinstitution of higher education forthe state of Arkansas.Establishedas a land grant university,itsmandate was threefold:to teachstudents,conduct research,andperform service and outreach  \nThe College of Education and Health Professions established the Department of EducationReform in 2005.The department's mission is to advance education and economicdevelopment by focusing on the improvement of academic achievement in elementaryand secondary schools.It conducts research and demonstration projects in five primaryareas of reform:teacher quality,leadership,policy,accountability,and school choice.  \nThe School Choice Demonstration Project (SCDP),based within the Department ofEducation Reform,is an education research center devoted to the non-partisan studyof the effects of school choice policy and is staffed by leading school choice researchersand scholars.Led by Dr.Patrick J.Wolf,Distinguished Professor of Education Reformand Endowed 21st Century Chair in School Choice,SCDP's national team of researchers,institutional research partners and staff are devoted to the rigorous evaluation of schoolchoice programs and other school improvement efforts across the country.The SCDPis committed to raising and advancing the public's understanding of the strengths andlimitations of school choice policies and programs by conducting comprehensive researchon what happens to students,families,schools,and communities when more parents areallowed to choose their child's school.  \n# Charter School Funding:Dispelling Myths about EMOs,Expenditure Patterns,&Non-Public Dollars\n\nExecutive Summary  \nThree decades after the first charter school law passed in the United States,myths aboutthese public schools not only persist but continue to fuel strong claims and divisive debates.Commentators point to education management organizations(EMOs),for-profit organizationswhich manage or operate a network of charter schools,as examples of private entities supposedlyprofiting off public education.  \nIn this report,we dispel three common myths about charter schools and their funding,spending,and management (see box).We draw upon comprehensive school funding data collected fromtraditional public schools(TPS)and public charter schools in 18 cities during fiscal year (FY)2018.In aNovember 2020 report,Charter School Funding:/nequity Surges in the Cities,we demonstrated thatthe public charter schools in those 18 cities received on average one-third less funding than theirrespective TPS!Here we drill down deeply into those data to test claims about public charter schoolsand the myths surrounding them.  \n# Charter School Myths Debunked in this Report\n\nFunding for charter schools accurately reflects the needs of their students andMYTH 1is equitable.  \nCharter schools are systematically underfunded relative to TPS andFACTfunding gaps are unrelated to the proportion of low-income studentsthey serve.  \nCharter schools take taxpayer money out of public education and from instructingstudents and put it into private sector profits.  \nCharter schools are public schools that dedicate a higher proportion oftheir funds to student instruction than TPS do.  \nCharter schools receive more nonpublic funding per pupil than TPS do and so arenot reliant on public fundi","cbCaimtlMu4wZMIQ","https://ap.wps.com/l/cbCaimtlMu4wZMIQ","pdf",12528057,39,"English","# Executive Summary\n## Charter School Myths Debunked in this Report\n## The key facts from our study are summarized below:\n## Simulating the Effects of H.R. 4502","[{\"question\":\"What three myths about charter schools does the report address?\",\"answer\":\"The report dispels three myths involving charter school funding, spending, and management, including claims that EMOs profit from public education and that funding gaps are unrelated to student need.\"},{\"question\":\"What data and time period does the study use to evaluate the myths?\",\"answer\":\"The report uses comprehensive school funding data from traditional public schools and public charter schools in 18 cities during fiscal year (FY) 2018.\"},{\"question\":\"How does the report simulate the effects of H.R. 4502?\",\"answer\":\"It simulates the policy’s impact by estimating resource losses if federal funding were eliminated for public charter schools that private organizations operate, showing potential reductions in per-pupil school resources and widening of the funding gap.\"}]","Charter School Funding - Dispelling Myths about EMOs, Expenditure Patterns - Non-Public Dollars | PDF",1792059194,98]