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This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.

Academic achievement --- Academic performance --- Academic programs --- Academic viability --- Academic year --- Achievement data --- Alternative schools --- Average class size --- Average number of children --- Black students --- Board of education --- Catholic schools --- Class size --- Classroom --- College --- Comprehensive assessment --- Cultural policy --- Culture & development --- Curricula --- Curriculum --- Early childhood --- Economics of education --- Educated parents --- Education --- Education for all --- Education reform --- Education statistics --- Education students --- Educational attainment --- Educational costs --- Effective schools --- Elementary school --- Elementary schools --- Enrollment by grade --- Enrollment data --- Ethnic composition --- Faculty --- Faculty development --- Fees --- Formula funding --- Geographic distribution --- Graduation rate --- Graduation rates --- High school --- High schools --- Knowledge --- Language curriculum --- Learning --- Literature --- Low enrollments --- Low-income students --- Middle school --- Middle school students --- Middle schools --- Ministry of education --- Net social gain --- Number of schools --- Number of students --- Open access --- Papers --- Parental income --- Partnerships in education --- Primary education --- Private school --- Private schools --- Public school --- Public school system --- Public schools --- Pupil funding --- Quality schools --- Racial segregation --- Reading --- Regular schools --- Research --- Research report --- Researchers --- School --- School attendance --- School buildings --- School climate --- School cost --- School costs --- School data --- School day --- School district --- School effectiveness --- School enrollment --- School enrolment --- School entry --- School experience --- School funding --- School leaders --- School level --- School levels --- School location --- School performance --- School principals --- School quality --- School reform --- School students --- School supply --- School survey --- School system --- School tuition --- School year --- School-age --- School-age children --- School-age population --- School-year --- Schooling --- Schools --- Science --- Secondary education --- Social science --- Social welfare --- Special education --- Student --- Student achievement --- Student body --- Student choice --- Student costs --- Student demand --- Student group --- Student groups --- Student population --- Students --- Teacher --- Teachers --- Teaching --- Teaching methods --- Tertiary education --- Tuition --- University --- Urban school --- Urban schools --- Values --- Vocational schools