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School Choice: Education Statistics

Private Schools

Private Schools and Organizations 

An Evaluation of the Participation of Faith-Based and Community Organizations in U.S. Department of Education Discretionary Grant Programs and as Supplemental Educational Services Providers (2007) discusses the success of Faith-Based and Community Organizations (FBCOs) in winning discretionary grants in two specific programs, whether the pool of higher-quality applicants has increased with the participation of FBCOs, and how many Faith-Based Organizations are approved as supplemental educational services providers.

Private School Participants in Programs under the No Child Left Behind Act and the Individuals with Disabilities Education Act: Private School and Public School District Perspectives (2007) describes participation of private school participants in federal education programs, the consultation process between private schools and public school districts, and public school district allocation of federal funds for services for private school participants. The results presented in this report are based on surveys conducted in 2005-06 among a nationally representative sample of public school districts with at least one private school located within their boundaries and a nationally representative sample of private schools located within the boundaries of the sample districts.

Home Schools

Charter Schools and Magnet Schools 

Implementation of the Credit Enhancement for Charter School Facilities Program: Final Report (2008). The Credit Enhancement for Charter School Facilities Program was established in 2001 to address a critical problem faced by many charter schools -- lack of suitable facilities and difficulty obtaining financing to secure suitable facilities. The program makes competitive grants to eligible public entities that provide credit enhancements to absorb some of the risk in making facilities loans to charter schools. This study examines, broadly, how the program was implemented by the nine organizations that received grants in FY 2002-FY 2004, and specifically, whether the program is providing: (1) improved access of charter schools to capital markets, (2) better financing rates and terms than the schools otherwise could obtain, and (3) assistance to charter schools that are serving students with the greatest need for school choice. The study draws on information from grantee applications and annual performance reports; several secondary data sources; and discussions with samples of grantees, lenders, and schools assisted by grantees.

Evaluation of Public Charter Schools Program: Final Evaluation Report (2004). The final report examines the operations of the Public Charter Schools Program (PCSP) in supporting continued growth and development of the charter school sector in American public education. In addition, it provides information on the characteristics of the sector as of 2001-02, with particular attention to the nature of charter school accountability.

Evaluation of the Magnet School Assistance Program (MSAP): 1998 Grantees (2003). The final report for this study examines the progress of MSAP projects in achieving four legislative purposes of the program. Particular attention is given to program outcomes in reducing minority student isolation and improving student achievement.

Voluntary Public School Choice 

The Study of the Voluntary Public School Choice (VPSC) Program: Final Report (2008) uses a mixture of quantitative and qualitative methods to measure the progress VPSC sites have made in meeting the program's legislative goals to: 1) maximize choice, 2) encourage students to transfer to higher achieving schools, and 3) promote interdistrict transfers. The evaluation draws from multiple data sources, including: site visits, surveys, program documents, and student achievement records. Data collection started in the fall of 2002 and continued through the end of the five-year grant cycle in the spring of 2007.

Study of the Voluntary Public School Choice Program: Interim Report (2007) uses a mixture of quantitative and qualitative methods to measure the progress VPSC sites have made in meeting the program's legislative goals to: 1) maximize choice, 2) encourage students to transfer to higher achieving schools, and 3) promote interdistrict transfers. The interim report discusses the evaluation findings during the first three years of implementation of the VPSC Program.

Title I School Choice and Supplemental Educational Services 

Supplemental Educational Services and Student Achievement in Five Waiver Districts (2011) presents final implementation and outcome findings from the five districts that received waivers to serve as Supplemental Educational Service (SES) providers, despite being identified for improvement, corrective action or restructuring. Federal regulations prohibit school districts identified for improvement or corrective action from serving as SES providers. The SES waiver pilot program allowed five identified districts to serve as SES providers beginning in 2005-06 (Boston and Chicago), 2006-07 (Hillsborough County, Florida and Anchorage, Alaska), and 2008-09 (Charlotte-Mecklenburg, North Carolina). In 2009-10, the pilot was replaced with a more expansive waiver opportunity that allows states to request a waiver from the U.S. Department of Education to approve identified districts or schools as SES providers.

State and Local Implementation of the No Child Left Behind Act, Volume VII -- Title I School Choice and Supplemental Educational Services: Final Report (2009) provides updated information on the implementation and usage of choice options that are offered to students in Title I schools that have been identified for improvement. Findings are based on interviews with state education officials in all states and surveys of nationally-representative samples of districts, principals, and teachers conducted in 2004-05 and 2006-07, as well as surveys of parents in eight large urban school districts in those same years.

State and Local Implementation of the No Child Left Behind Act, Volume I -- Title I School Choice, Supplemental Educational Services, and Student Achievement (2007) examines the impact of participation in Title I school choice and supplemental educational services (SES) on student achievement, as well as the characteristics of participating students. The quasi-experimental analysis used student-level participation and state assessment data from nine large urban districts for 2000-01 through 2004-05.

Case Studies of Supplemental Services Under the No Child Left Behind Act: Findings from 2003-04 (2005) examines implementation of supplemental educational services provisions of Title I of the No Child Left Behind Act (NCLB) during the 2003-04 school year, the second year the requirements were in effect, through case studies of nine districts in six states. Building on findings reported in the "Year One" report for the case studies, this report details how supplemental services were implemented at all levels, considers continuing challenges to implementation, and provides additional examples of promising approaches.

Single-Sex Schools 

Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics (2008) has two components. The first component is a review of literature on single sex schooling that was published in the fall of 2005. The second component is based on surveys and site visits conducted in 2005, which provide additional descriptive data on public single sex schools in the U.S. This report summarizes studies and programs implemented before ED issued its recent regulations on single sex schools and classes. Therefore, educators should not rely on the study's findings about perceived effects of single-sex schools or classes in establishing single-sex programs consistent with the ED's regulations. This report may be helpful in considering topics on which further research and evaluation may be warranted.

Single-Sex Versus Coeducation Schooling: A Systematic Review (2005) examines the existing literature on single-sex schooling at the elementary and secondary level, using an unbiased, transparent, and objective selection process adopted from the What Works Clearinghouse (WWC). The review was conducted as part of the ongoing study of single-sex public schools.

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Page Last Reviewed:
February 25, 2026