Opening the “black box”:  Organizational differences between charter schools and traditional public schools.

Xin Wei; Deepa Patel; Viki M Young

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Xin Wei
SRI International
United States

Xin Wei, PhD, is a senior research analyst at SRI International, Menlo Park, California. Her research interests include education evaluation, statistical modeling, experimental designs, and psychometric theory, with a focus on disadvantaged populations. Wei has a doctorate in educational psychology, measurement and statistics, from Stanford University.

Deepa Patel
SRI International
United States

Deepa Patel is a research analyst working with SRI International, Menlo Park, California. She is involved in research projects on K–12 education reform and teacher development. Patel holds a master’s degree in public policy from the University of California, Berkeley Goldman School of Public Policy, and a master’s degree in teaching from Fordham University.

Viki M Young
SRI International
United States

Viki M. Young is a senior researcher in the Education Division at SRI International. Her research spans high school and district reform, charter school scale-up, human capital development, and data use for instructional purposes. She holds a Ph.D. in education policy analysis from Stanford University.

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