Gary Miron is Professor in Evaluation, Measurement, and Research at Western Michigan University. He has extensive experience evaluating school reforms and education policies in the United States and Europe. Miron has directed more than 60 evaluations and research studies that have been funded with grants and contracts from state, federal, and international agencies as well as private foundations. He has been hired by state education agencies to undertake nine comprehensive evaluations of charter school reforms. For the U.S. Department of Education, he led a study on the correlates of success in American charter schools. In addition to his evaluations of charter schools, Miron has provided technical assistance and training for charter schools in five states. In recent years, his research has focused on the private education management organizations as well as the performance of virtual and blended learning schools.
More About Gary Miron
This research brief details some of the prominent ways that individuals, companies, and organizations secure financial gain and generate profit by controlling and running charter schools.
Miron reviews a report from the National Alliance for Public Charter Schools, which purports to “separate fact from fiction” about charter schools.
Charter schools nationally serve far fewer students with disabilities—8 to 10 percent of their students on average—than district schools, which serve 13.1 percent.
A growing body of research as well as state and federal evaluations conducted by independent researchers continue to find that charter schools are not achieving the goals that were once envisioned for them.
In this Policy Memo, Kevin Welner and Gary Miron outline nine reasons that policymakers, reporters and others should be skeptical about reports that purport to show that large numbers of students are on charter school “waitlists”.