A Descriptive Study of Select Open-Enrollment Charter Schools in Bexar County: An Analysis of English Language Learners in Middle School Math

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Fall 2015


The purpose of this study was to compare sixth-grade math passing rates for English Language Learners (ELL) on State of Texas Assessments of Academic Readiness (STAAR) between charter and traditional schools against factors such as school size, percent of students who were White, economically disadvantaged, require disciplinary placements, mobility, and per-pupil expenditure. The analysis revealed statistically significant differences in some quartile comparisons for school size, percent economically disadvantaged and percent of students who were mobile. A review of the descriptive statistics clearly demonstrate that, for all groups reviewed in this study (total, Hispanic, ELL, White), charter school sixth-grade math ELL scores were higher. The researcher did not set out to prove a theory, predict an outcome, or determine cause and effect; rather, the aim of this study was to highlight the differences descriptively between the two school types and student achievement related to ELL passing rates in sixth-grade math. Without exception, statistically significant results from the Mann-Whitney U analysis supported superior achievement in charter schools.


Chuck Holt

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