would like to thank Jane Loeb, Eric Camburn, and Jay Verkuilen for their helpful comments on this work, and also Corinna Crane, who provided valuable assistance on this project. Of course, only the authors are responsible for the analysis and interpretations presented in this report. EXECUTIVE SUMMARY This analysis of US mathematics achievement finds that, after accounting for the fact that private schools serve more advantaged populations, public schools perform remarkably well, often outscoring private and charter schools. Recent debates have highlighted the issue of school sector as an important consideration in student academic achievement. In 2004, a report contending that charter school students scored lower than students in public schools was fiercely contested. Other studies were then released to demonstrate that charter schools produce greater gains in student learning. Similarly, studies of students using vouchers to attend private schools have ignited heated debates about whether or not these programs boost student achievement, especially for poor and minority students. Common wisdom and past research holds that private schools achieve better academic results. Assumptions of the superiority of private-style organizational models are reflected in voucher and charter programs, and in the choice provisions of the No Child Left Behind Act. According
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