The first-year APS Turnaround Strategy evaluation reports implementation and impact findings focused on High Impact Tutoring and PBS operation of Thomasville Heights Elementary¶

Claim · All claims
Evidence · 1 study · design r? · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q1 i? The first interim annual report of the APS Turnaround Strategy evaluation presents implementation and impact findings from 2016-17, with in-depth analysis of High Impact Tutoring and the Purpose Built Schools partnership's operation of Thomasville Heights Elementary. → Kristin Hallgren 2017

Evidence¶

Kristin Hallgren 2017¶

Kristin Hallgren, Naihobe Gonzalez, Jane Choi, Kevin Kelly, Annie Li, Lindsay Ochoa, Breanna Wakar, Brian Gill. (2017). The Atlanta Public Schools Turnaround Strategy After One Year: High Impact Tutoring and the Purpose Built Schools Partnership. Mathematica Policy Research. https://www.mathematica.org/publications/the-atlanta-public-schools-turnaround-strategy-after-one-year-high-impact-tutoring-and-the-purpose

q1 · i? · design · r?

Descriptive statement from the report's own abstract page identifying the scope of this first interim annual report of the Evaluation of the Atlanta Public Schools Turnaround Strategy (project time frame 2016-2019, prepared for Atlanta Public Schools). The page states the report "includes implementation and impact findings from the first year." No findings, statistics, or effect sizes are printed on the page itself.

"This report includes implementation and impact findings from the first year of the APS Turnaround Strategy (2016–17), focusing on in-depth analysis of two Strategy components: High Impact Tutoring and PBS operation of the first partnership school, Thomasville Heights Elementary."

Discussion¶

Related Claims¶

• After one year of SMART® intervention, only the fluency outcome was statistically significant, while alphabetics and comprehension effects were not — related
• SMART® tutoring produced statistically significant positive effects on oral reading fluency on both first- and second-grade passages — related
• The PROMISE evaluation measured impacts on service receipt, education, employment, expectations, health insurance, income, self-determination, and public assistance at 18 months after enrollment — related
• The PROMISE interim evaluation measured impacts on primary outcomes at 18 months after enrollment — related
• The PROMISE interim report estimated impacts across seven outcome domains for youth and families — related
• Primary-outcome impacts in the PROMISE evaluation were measured at an 18-month follow-up point — related
• During its first three years of operation, the Kauffman School had substantial positive and statistically significant impacts on student achievement in mathematics, reading, and science — related
• The PROMISE evaluation estimated program impacts on service receipt, education, employment, and related outcomes at 18 months after enrollment — related
• Turnaround partnership schools are producing math improvements, but other effects were mixed, varying by outcome and by partner organization (Kindezi and PBS) — 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
• The EPIC evaluation design report documents estimation procedures, partner-level operations, and a work plan — related