Charter School Funding: Inequity in New York City

Charter schools have been a part of the educational landscape in New York City since the first New York charter school opened in Harlem in 1999. We define a charter school as any school that (1) operates based on a formal charter in place of direct school district management and (2) reports its finances independently from the school district. We define all other public schools as district schools. According to the New York State Department of Education (NYSDoE), New York City was home to 1,575 district and 183 charter schools in Fiscal Year 2014 (FY2014). Seven percent of all public school students in New York City attended charter schools that year

Healthy, Fit, & Strong: A parent-child physical activity program for families with obese and overweight adolescents

Over 20% of Kentucky children between the ages of 10-17 are obese, the third highest prevalence in the nation. The Healthy, Fit, & Strong Program works with children with a BMI above the 85th percentile and their parents to improve behaviors related to physical activity (PA) and nutrition. The intervention is a 12-week program which features tri-weekly physical activity sessions and nutrition classes. Both children and parents participate in activities in order to build knowledge and confidence related to healthy behaviors. The goal of this intervention is to improve upon baseline physical activity levels and diet as well as to improve self-efficacy related to making healthy choices in both children and parents

Charter School Funding: Inequity in the City

Public charter schools are a growing part of K-12 education. Charter schools are public schools that are granted operational autonomy by their authorizing agency in return for a commitment to achieve specific performance goals. Like traditional public schools, charter schools are free to students and overseen by the state. Unlike traditional public schools, however, most charters are open to all students who wish to apply, regardless of where they live. If a charter school is over-subscribed, usually random lotteries determine which students will be admitted. Most charter schools are independent of the traditional public school district in which they operate

Buckets of Water into the Ocean: Non-public Revenue in Public Charter and Traditional Public Schools

The funding of K-12 education remains a contentious public policy issue. Questions of funding adequacy and equity across school sectors, school districts and individual schools are prominent in discussions of how to improve educational outcomes, especially for students from disadvantaged backgrounds (Downes & Stiefel 2008; Ladd 2008). Although scholars are divided regarding the extent to which money affects student outcomes in K-12 education (Jackson, Johnson, & Persico 2015; Hanushek, 1997; Burtless 1996), there is basic agreement that more education revenue is better so long as the increased resources are directed towards productive educational activities and programs (Murnane & Levy 1996). If you ask education practitioners, the majority will say that more resources will make their schools better

Holographic Mutual Information is Monogamous

We identify a special information-theoretic property of quantum field theories with holographic duals: the mutual informations among arbitrary disjoint spatial regions A,B,C obey the inequality I(A:BC) >= I(A:B)+I(A:C), provided entanglement entropies are given by the Ryu-Takayanagi formula. Inequalities of this type are known as monogamy relations and are characteristic of measures of quantum entanglement. This suggests that correlations in holographic theories arise primarily from entanglement rather than classical correlations. We also show that the Ryu-Takayanagi formula is consistent with all known general inequalities obeyed by the entanglement entropy, including an infinite set recently discovered by Cadney, Linden, and Winter; this constitutes strong evidence in favour of its validity.Comment: 21 pages, 1 figure; v2: minor changes, references adde

Methods for cooptimization planning and plan validation under uncertainty

The purpose of this dissertation is to further our understanding of the long term planning generation and transmission cooptimization problem with particular emphasis on generating plans flexible to many scenarios. Unlike scenario analysis used to analyze a single scenario at a time in deterministic programs, probabilistic methods such as stochastic programming and adaptive programming are used to generate plans flexible to various futures within a single mathematical program. This dissertation initially analyzes the deterministic program on a realistic 300 bus representation of the Western Interconnection by characterizing the benefits of simultaneous generation and transmission cooptimization. It then introduces a method for reducing the computational complexity of the deterministic problem and applies it to the Bonneville Power Administration\u27s operational area. Finally, it provides a qualitative, quantitative, graphical, and simulated comparison of both stochastic and adaptive programming. In order simulate the performance of the two methods a folding horizon simulation is produced

Charter School Funding: Inequity Expands

The revenue study is based on Fiscal Year 2010‒11 (FY11) data for each of 30 selected states plus the District of Columbia (D.C.). Traditional school districts and public charter schools were analyzed and aggregated “statewide.” For each state, one to three “focus areas” were selected based on larger concentrations of charter students – most focus areas are large cities, some are metropolitan counties. Traditional school districts and charter schools were analyzed separately in each focus area. The analytic team collected and analyzed all revenues, public and private, flowing to traditional district and public charter schools. FY11 funding includes Federal, State, Local, Other, PublicIndeterminate, and Indeterminate sources

The Productivity of Public Charter Schools

This is the first national study of the productivity of public charter schools relative to district schools. This report is a follow up to the charter school revenue study, Charter School Funding: Inequity Expands, released in April 2014 by the School Choice Demonstration Project at the University of Arkansas. That study was authored by the same research team that crafted this report. In the revenue study, per pupil revenues for public charter schools and traditional public schools (TPS) were compared. The research team found that during the 2010-11 school year (FY11), charter-school students across 30 states and the District of Columbia on average received $3,814 less in funding than TPS students, a funding gap of 28.4 percent

Bigger Bang, Fewer Bucks? The Productivity of Public Charter Schools in Eight U.S. Cities

We examine the differences in cost-effectiveness and return-on-investment (ROI) for public charter schools and traditional public schools (TPS) in eight major cities in the United States. The cities are Atlanta, Boston, Denver, Houston, Indianapolis, New York City, San Antonio, and the District of Columbia. We utilize data on how much money is invested in public charter schools and TPS, what levels of student achievement are attained across the two public school sectors, and how much economic payoff our society can expect to receive as a result of the educational investments in each sector. Ours is the first study to examine these differences across the United States at the city level. We find that public charter schools outperform TPS on both productivity metrics overall and for all eight cities. On average, public charter schools are around 35 percent more cost-effective and produce 38-53 percent higher return-on-investment than TPS, depending on how one weights the sample