Impacts of charter middle schools on achievement varied considerably across schools and students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Impacts varied considerably across schools and students in the lottery-based study. → Melissa A. Clark 2015

Evidence¶

Melissa A. Clark 2015¶

Melissa A. Clark, Philip M. Gleason, Christina Clark Tuttle, Marsha K. Silverberg. (2015). Do Charter Schools Improve Student Achievement? Educational Evaluation and Policy Analysis, vol. 37, no. 4. https://www.mathematica.org/publications/do-charter-schools-improve-student-achievement doi:10.3102/0162373714558292

q3 · i? · causal · r2

Findings from the lottery-based study of 33 charter middle schools across 13 states, in which admitted lottery applicants were compared with non-admitted applicants. The authors report that "impacts varied considerably across schools and students"; no effect size is printed in the available text.

"The authors find that impacts varied considerably across schools and students, with more positive impacts for more disadvantaged schools and students and more negative impacts for the more advantaged."

Discussion¶

Related Claims¶

• Charter middle school impacts were more positive for more disadvantaged schools and students and more negative for the more advantaged — related
• On average, charter middle schools' impacts on student achievement were negative but not statistically significant — related
• A lottery-based randomized controlled trial of KIPP middle schools found statistically significant positive effects on state math and reading tests — related
• KIPP middle schools have positive, statistically significant, and educationally meaningful impacts on student achievement in math, reading, science, and social studies — related
• In the vast majority of 22 KIPP middle schools, impacts on students' state assessment scores in math and reading are positive, statistically significant, and educationally substantial — related
• Average impacts of KIPP middle schools were positive and statistically significant throughout the 10-year study period, though higher in earlier years than recent years — related
• KIPP charter schools have positive effects on mathematics achievement for middle and high school students — related
• KIPP charter schools have positive effects on English language arts achievement for middle and high school students — related
• KIPP charter middle schools produce positive, statistically significant test-score effects in reading, math, science, and social studies — related
• An earlier report of the national KIPP evaluation described strong positive achievement impacts in math and reading for 22 KIPP middle schools — related
• Lottery-based research on schools of choice faces identifiable challenges — related
• Oversubscription is prevalent among charter middle schools, enabling lottery-based evaluation — related
• Oversubscribed charter middle schools differ in features from charter schools that are not oversubscribed — related
• On average, lottery-based charter middle schools are neither more nor less successful than traditional public schools in improving student achievement — related
• Lottery-based charter middle schools show no average difference from traditional public schools in student behavior and school progress — related
• Impacts of charter middle schools on student outcomes varied widely across schools — possibly the same claim (merge candidate)
• More than 1,000 charter schools show gap-busting progress with achievement exceeding state averages — reports the opposite
• In the earlier National Evaluation of Charter Middle Schools, admission to about 30 charter middle schools produced no significant average effects on achievement, though some schools improved achievement — related
• Courseware impact varied by context: positive on average in 4-year institutions but insignificant in 2-year colleges, more positive in biology, psychology, and math/statistics, and positive when the comparison course was face-to-face rather than the same modality. — a narrower finding that bears on this claim