NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant math gains after three years, equal to an estimated additional 0.9 years of growth¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After three years, the estimated math impact of attending these NYC charter middle schools is statistically significant and substantively meaningful, translating to an estimated additional 0.9 years of growth. → Bing-ru Teh 2010

Evidence¶

Bing-ru Teh 2010¶

Bing-ru Teh, Moria McCullough, Brian P. Gill. (2010). Student Achievement in New York City Middle Schools Affiliated with Achievement First and Uncommon Schools. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/student-achievement-in-new-york-city-middle-schools-affiliated-with-achievement-first-and-uncommon-schools

q2 · i? · causal · r?

Nonexperimental analysis estimating achievement effects of a small number of New York City charter middle schools affiliated with Achievement First and Uncommon. The report states impacts are "statistically significant and substantively meaningful," with an estimated additional 0.9 years of math growth. No effect size or test statistic is printed.

"After three years, impacts are statistically significant and substantively meaningful, translating to an estimated additional 0.9 years of growth in math and 0.7 years in reading."

Discussion¶

Related Claims¶

• NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant reading gains after three years, equal to an estimated additional 0.7 years of growth — related
• The Uncommon Schools whole-school model, typically built from the earliest grades in new schools, produced substantial positive achievement effects when applied in a turnaround setting — related
• Enrollment in a TurnNJ school produced positive, statistically significant math achievement gains persisting up to four years, equal to an additional 1.8 years of learning after one year — related
• Students who attended TEP for four years had math test score gains equal to an additional 1.6 years of school compared to similar students in comparable New York City public schools — related