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It uses administrative data and quasi-random assignment tied to discontinuities in Texas charter approval likelihood based on State Board of Education application scores relative to a cutoff threshold. Preliminary findings indicate positive, sizable spillovers on public school test scores and shifts in public schools’ sociodemographic composition. 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Singleton 1  \nPEPG 25-14  \nThis paper was presented at the School Choice Tradeoffs and Evidence-Based Policy Making conference held at the Harvad Kennedy School, May 8-9, 2025  \nHarvard Kennedy School  \n79 JFK Street, Taubman 220  \nCambridge, MA 02138  \nTel: 617-495-7976 Fax: 617-496-4428  \n[www.hks.harvard.edu/pepg/](www.hks.harvard.edu/pepg/)  \n1 Crema: Yale School of Management; Singleton: University of Rochester, Hoover Institution, and NBER  \nThe Spillover Impacts of Charter Schools ∗  \n**PRELIMINARY; DO NOT CITE OR QUOTE**  \nAngela Crema† John D. Singleton‡  \nJune 2025  \nAbstract  \nWe estimate the spillover impacts of charter schools on public schools and public school students. We leverage administrative data and quasi-random assignment of charter school openings in Texas using application scores from the State Board of Education.  \nThis design capitalizes on the discontinuous increase in approval likelihood for charter school applications that score above a specific threshold to eliminate bias from charter schools’ strategic location choice. Preliminary results suggest positive and sizable spillovers on public school test scores and that competition changes public schools’sociodemographic composition. Future work will analyze the mechanisms, includingthe within-school allocation of instructional resources, as well as student-level impactson longer-term outcomes.  \nKeywords: school choice, charter schools, school competition, spillover impacts  \n∗ The conclusions of this research do not necessarily reflect the opinions or official position of the Texas Education Agency, the Texas Higher Education Coordinating Board, the Texas Workforce Commission orthe State of Texas.  \n†Yale School of Management (email: [angela.crema@yale.edu](angela.crema@yale.edu))  \n‡University of Rochester, Hoover Institution, and NBER ([email: john.singleton@rochester.edu](email: john.singleton@rochester.edu))  \n1 Introduction  \nHow should school choice policies be evaluated as successful? Researchers in economics focus on their impacts on education quality, understood as the level of skills that students acquire in schools. School choice policies may improve aggregate education quality via two principal mechanisms: First, expansion of school choice may increase students’ access to school options that are higher quality or a better fit. This raises the question of whether alternatives to public schools, such as charter schools—the major vehicle for school choice policy in the U.S.—provide higher education quality and lottery-based designs have provided compelling evidence of student learning gains from charter school attendance (see Chabrier et al. 2016 for a recent review) . School choice expansion can also have spillover impactson students who choose to remain in public schools by causing public schools to improve via competitive incentives (Hoxby, 2000) . A fundamental point is that this response to competition prospectively redounds to the benefit of students who remain in public schools, who constitute the majority of the population. In this perspective, even small spillover effects on the comparatively greater share of students that remain in public school can matter much more in the aggregate than direct effects on students who exercise school choice. But despite the importance of identifying and quantifying spillover impacts, the empirical evidence on their direction and magnitude remains contested.  \nThis project investigates how charter schools impact the learning outcomes and environments of public schools. Specifically, it aims to answer: (1) How do charter schools causally impact learning, as measured by test scores, of students who attend traditional public schools?; (2) How do charter schools causally impact long-run outcomes–—education attainment and labor market earnings—–of students who attend","cbCaipgLIvtcefTV","https://ap.wps.com/l/cbCaipgLIvtcefTV","pdf",1699253,24,"English","# Abstract\n# Introduction\n## Evaluation of school choice policies\n## Research questions and causal mechanisms\n## Identification strategy and data sources\n## Short-term spillover focus","[{\"question\":\"What question does the paper investigate about charter schools?\",\"answer\":\"It investigates how charter schools affect the learning outcomes and environments of traditional public schools, focusing on spillover effects for students who remain in public schools.\"},{\"question\":\"How does the paper identify causal spillover impacts?\",\"answer\":\"It leverages quasi-random variation in Texas charter school openings created by discontinuities in approval likelihood for applications scoring above a threshold.\"},{\"question\":\"What preliminary results does the paper report?\",\"answer\":\"The preliminary results suggest positive and sizable spillovers on public school test scores and changes in the sociodemographic composition of public schools.\"}]","The Spillover Impacts of Charter Schools - Preliminary study paper | PDF",1792060699]