Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item Market Conditions and Political Forces: Charter School Restarts in Washington, DC(2018) Sutter, Jessica Greer; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Charter schools provide public education choices to educational consumers, school-aged children and their families. As independently run and publicly funded schools of choice, charter schools straddle the line between government and private enterprise and are held accountable by a combination of market mechanisms and bureaucratic accountability. Schools that fail to satisfy public standards or consumers may close, causing disruption to students and families. Recently, some charter school closures have resulted in charter restarts, the acquisition of the assets of a closed school by a new, proven or promising school operator serving substantially the same student population. This qualitative case study examines eight charter school closures and five charter school restarts in Washington, DC between 2013 and 2016. The study aims to answer three exploratory research questions: Why are some schools restarted and others closed outright? Who decides which charter schools are closed and which are restarted? How do they make these decisions? The study finds that numerous actors are involved in decisions about charter school restarts, including the boards of closing schools, the authorizer, other government entities, and various private actors. Communities and families, however, lack proactive roles in the decision-making process. Decisions are made based on a varied combination of market and political forces, though there is often more of an illusion of process than an actual one. The study also finds that market factors, a complex set of political interactions and conditions, including varying levels of social capital among actors, and issues of race are all at work in determining why some schools close and others restart.Item Essays on the Economics of Education(2007-05-31) Imberman, Scott Andrew; Duggan, Mark G; Economics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Part I: Charter schools are publicly funded schools that, in exchange for expanded accountability, receive more autonomy and experience fewer regulations than traditional public schools. Previous work has found mixed evidence on the impacts of charter schools on both charter and non-charter students. However, these studies focus almost exclusively on test scores and may not fully account for endogenous movements of students and location of schools. Using data from an anonymous large urban school district, I investigate how charter schools affect both charter and non-charter students. In the first chapter I look at the effects of charter schools on charter students. I find that charter schools generate improvements in student behavior and attendance but the effects on test scores differ by subject. These results change little after correcting for selection based on changes in outcomes, endogenous attrition, or persistence. In the second chapter I investigate whether charters affect students who remain in non-charter schools. I find little evidence of charter school impacts on non-charter students. However I also find evidence that regressions using school fixed-effects may be biased. Changes in peer characteristics do not appear to play a large role in the charter impacts. Part II: Strains on the Federal budget have created worries that Federal funding of aid for higher education will fall in the future. If this happens, state governments will need to try to re-allocate their higher education spending more efficiently. One possible way to do this would be to shift funding away from public provision towards demand-side subsidies so that more students could attend private colleges. However, this will only work if private colleges provide benefits to students over public. In order to answer this question, I use highly detailed and rich data sets to assess whether there are benefits to attending private colleges over public ones. For males the wage return is small and statistically insignificant during their twenties but statistically significant at around 11 percentage points by their mid-thirties. For females the wage returns are negative and statistically insignificant. Both males and females exhibit increases in the likelihood of finishing a bachelor's degree.