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In response to a widely cited study by the American Federation of Teachers, Harvard education professor Caroline Hoxby recently released a study of the academic proficiency of charter school students. Hoxby finds charter schools comparing favorably with regular public schools: "charter students are 5.2 percent more likely to be proficient in reading and 3.2 percent more likely to be proficient in math on their state’s exams."

A 2004 study on the academic impact and effectiveness of charter schools in North Carolina authored for the Terry Sanford Institute by Robert Bifulco and Helen Ladd reached some harsh conclusions regarding the performance of the charter schools. Using three different models that compare state end-of-grade (EOG) test scores for regular public school students and charter school students, Bifulco and Ladd conclude that North Carolina charter schools are not only failing to improve their students' academic performance, but are actually hurting it.