There is little evidence that math and reading specialists, one Turnaround Strategy component in targeted schools, had an impact on academic outcomes¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Support from math and reading specialists in targeted schools showed little evidence of impact on academic outcomes in 2017-2018. → Hallgren 2019

Evidence¶

Hallgren 2019¶

Hallgren, Kristin; Gonzalez, Naihobe; Kelly, Kevin; Demers, Alicia; Gill, Brian. (2019). Year 2 Report of the Atlanta Public Schools Turnaround Strategy. Mathematica Policy Research. https://www.mathematica.org/publications/year-2-report-of-the-atlanta-public-schools-turnaround-strategy

q2 · i? · causal · r?

The report's component analysis of specialist support offered in targeted schools in 2017-2018 found "little evidence" of impact on academic outcomes. The page prints no effect sizes or test statistics for this finding.

"There is little evidence that support from math and reading specialists―one component of the Turnaround Strategy in targeted schools―had an impact on academic outcomes."

Discussion¶

Related Claims¶

• The CIS case management component showed no evidence of improving student suspensions, attendance, or academic achievement — related
• After two years, the Turnaround Strategy is producing improvements in math performance in targeted schools, with no evidence of positive impacts on other student outcomes — related
• TLTS showed no detectable effect on science achievement after two years — related
• Turnaround partnership schools are producing math improvements, but other effects were mixed, varying by outcome and by partner organization (Kindezi and PBS) — related