In their study of North Carolina charter schools, Ladd and colleagues (2016) discovered that while new students at charter schools tested at lower levels than their peers in traditional public schools, by the end of the academic period, the same charter school students surpassed their public school counterparts on standardized test scores. Nonetheless, they claim that charter schools are no more effective than traditional public schools in raising test scores of new students at public schools, ultimately implying that “the apparent gains in the test scores of charter school students over time have far more to do with selection than with the quality of the programs they offer” (p. 28). Similarly, in their review of literature, Frankenberg and colleagues (2012) posit that conclusions drawn from the literature on student achievement in charter schools are nebulous, largely due to discrepancies in charter laws and achievement tests across states. Furthermore, they echo Ladd and colleagues’ concerns of selection bias, as students who self-select into charter programs are not necessarily a representative sample of all public school students. Looking at student-level data in Chicago from 1993 to 2004, Keels and colleagues (2013) found that neighborhood public schools experience essentially no aggregate benefit from the socioeconomic…