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¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After three years, the estimated reading impact of attending these NYC charter middle schools is statistically significant and substantively meaningful, translating to an estimated additional 0.7 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? · associational · r?
Same nonexperimental analysis of NYC charter middle schools affiliated with Achievement First and Uncommon. The report reports an estimated additional 0.7 years of reading growth, described as "statistically significant and substantively meaningful." 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 math gains after three years, equal to an estimated additional 0.9 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
af-uncommon-nyc-charter-middle-reading-impact-07-years |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
recheck_by |
2013 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bing-ru-teh-2010 |
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