Presentation description

In the United States, urban public education has faced chronic underfunding, which has intensified in recent years. Afrocentric charter schools, most often found in urban communities with large Black populations, offer a unique opportunity to reshape the educational landscape and expand opportunities for culturally responsive education, particularly for underserved families. However, the implementation of charter schools as an alternative to public schools raises potential concerns, including the diversion of funds and reduced resources. This project replicates a study conducted by Teasley et al. (2016), focusing on the Annual Yearly Progress (AYP) outcomes of Afrocentric Charter Schools. In a nationwide search, a systematic web-based approach is employed to identify data sources (n = 45) from state government websites and other sources, utilizing annual yearly progress data. Using clearly defined inclusion/exclusion criteria, frequency data (presence/absence counts or keyword occurrences) were recorded using Excel. During the data analysis phase (expected to be completed in Fall 2025) , comparisons will be used to assess trends, proficiency testing outcomes, regional comparison, and examine measures of central tendency. This research project is particularly relevant to school choice issues as the nation continues public school K-12 education reform. Evaluating Afrocentric charter schools offers essential insights into their performance, providing a foundation for evidence-informed decision-making.

Keywords: urban public schools, K-12, afrocentric, charter schools