A Fordham report examines whether charter schools impact traditional public schools' finances and efficiency. The report finds mixed impacts on district finances, but suggests that traditional public schools improve efficiency over time when faced with charter competition. However, the report's claims and policy recommendations are untested empirically and unwarranted based on research. It fails to consider other possible explanations for higher expenditures in a charter environment, and downplays the negative impact of public school closures resulting from competition. While the report identifies relevant studies, its unsupported claims and recommendations limit its usefulness to policymakers.

Suggested Citation: Jabbar, H. (2023). NEPC review: Think again: Do charter schools drain resources from traditional public schools? Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/review/think-again

Representatives from the Recovery School District (predominantly, New Orleans) and the Achievement School District (Memphis) have created detailed presentations concerning the successes and challenges of implementing portfolio models. A portfolio district contracts with various providers to run schools and is responsible for holding those providers accountable. Although no rigorous research has yet examined the effectiveness of portfolio governance structures, the presentations are aimed at encouraging their adoption. While one should not expect citation of specific studies in PowerPoint presentations, policymakers considering such reforms should not act without a comprehensive and nuanced discussion of relevant evidence. Moreover, while the presentations both include strong assertions of positive results, they should acknowledge the thin evidence base on portfolio governance and consider possible alternative explanations for those asserted results. Specifically, the reported achievement gains are suspect and may be attributable to other unexamined factors such as the massive out-migration of New Orleans students. The Memphis data are too limited in scope and time to be conclusive. The purported teacher and administrator human-capital improvements that are reported in both presentations are not specified. Finally, the influx of unexamined federal and philanthropic funds may underestimate true costs, and the implications for community relations are not well developed. In conclusion, the presentations fail to provide the research base needed for policymakers.

Both PowerPoint presentations can be found at http://www.publicschoolshakedown.org/review-portfolio-districts.