ABSTRACT English language learners (ELLs) represent a growing share of U.S. public school students, yet little research has examined ELL outcomes across charter and district schools or variation within the charter sector. This study uses NAEP-adjusted EDFacts proficiency data from 2018-19 and 2021-22 to compare ELL performance nationally and by state. Charter schools show higher average ELL performance in English language arts and mathematics, though differences vary by state and subject. A qualitative review of high-performing charter schools identifies common instructional and organizational practices. The findings provide descriptive evidence to guide future research on ELL outcomes..

ABSTRACT This study examines county-level variation in participation in North Carolina’s Opportunity Scholarship program. Using regression models, we find that counties with higher support for Donald Trump in the 2024 election have lower rates of voucher use, particularly among high-income recipients. These patterns persist after accounting for income, population size, and school quality. The findings point out that the communities where school choice may be most popular are the communities where its benefits are least available, perhaps indicating political shifts on the issue in the future.

ABSTRACT Self-regulated learning and self-efficacy are fundamental competencies for academic success, yet their development in homeschooling contexts remains understudied despite growing enrollment in home education. This systematic review synthesized research examining these critical learning competencies among homeschooled students. We identified 23 studies (6,312 participants) meeting inclusion criteria. Results revealed that homeschooled students generally reported moderate to high levels of self-regulated learning and self-efficacy. Comparative studies suggested possible advantages for homeschooled students in autonomy and academic self-efficacy, with broadly similar outcomes in other domains. However, the non-causal nature of the studies precludes conclusions on whether and how homeschooling influences these outcomes.

ABSTRACT This multiple case study examines two newly opened rural charter schools—the first integrated public schools in a historically segregated region of the Deep South. Through focus groups with 28 parents at the end of each school’s first year, the study explores why families chose to break with tradition and enroll their children in intentionally integrated settings. Parents sought alternatives to private segregation academies and highly segregated public schools, attracted by the schools’ dedication to diversity and strong leadership. The findings highlight promising avenues for desegregation, emphasizing the importance of empowering local leaders and communities with innovative educational policies.

ABSTRACT We compare college enrollment patterns of charter school students to traditional public school students for all California seniors in 2019. Overall, charter students attend college at lower rates than traditional public school students. After accounting for student and school characteristics, community college enrollment rates are 9.7 percentage points lower and four-year public universities are 2 percentage points higher for charter students than traditional public school students. This four-year college advantage for charter students is particularly pronounced for Black, Hispanic, and socioeconomically disadvantaged students, whereas the gap in enrollment at community colleges is exacerbated for Hispanic and socioeconomically disadvantaged students.

ABSTRACT United States homeschooling participation increased dramatically during the disruptions of the COVID-19 pandemic. Education scholars theorized that homeschool participation would recede along with pandemic disruptions. This study examines whether that theory proved true. I use longitudinal annual state-reported homeschool participation counts supplemented with other data in states and years where state data is not publicly available. I find a small and brief decline in homeschool participation one- and two-years post-pandemic. However, the majority of states for which data are available report increased homeschool participation three years after the pandemic height. Within this growth, I will discuss three interesting trends.