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By Cassandra M. Guarino, Ron Zimmer, Cathy Krop, Derrick Chau

Stories on ana evaluate of the legislativelu mandated technique of overview of California's nonclassroom-based constitution university.

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According to principals’ reports, 38 percent of the students served in these schools were academically at risk, and 19 percent had discipline problems. Overall, 24 percent of nonclassroom-based students were classified by principals as prior homeschoolers, and 14 percent were advanced or gifted. These percentages varied within the three main types of schools. Independent-study school principals reported that over half of their students were academically at risk. Independent-study school principals also reported serving the highest percentages of students with disciplinary problems.

CHAPTER TWO A Profile of Nonclassroom-Based Charter Schools in California To place our subsequent discussion of SB 740 and analysis of its impact in context, we first provide a description of the salient characteristics of California’s nonclassroom-based charter schools, including their instructional-delivery modes, grade arrangements, school sizes, student makeup, and staffing characteristics. To create this descriptive backdrop, we use data derived from our survey of nonclassroom-based school principals in conjunction with data available through the CDE.

While nonclassroom-based schools, on average, did not reach the 50 percent threshold in the initial year, their percentages went up substantially over time, and by the 2003–2004 school year, these expenditures reached 60 percent, exceeding both the statewide and small school district average. It is also interesting to note that only 63 percent of all small school districts met this threshold, which exceeded the initial average of nonclassroom-based schools of 48 percent but was far short of the 90 percent of nonclassroom-based schools by the 2003–2004 school year.

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