Claims

Figure 1 shows an upward intercept shift in post-implementation proficiency for City Connects students relative to comparison students

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

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? In the year post-implementation, the intervention intercept is shifted upwards relative to comparison students, indicating an overall positive shift in proficiency levels in City Connects schools. → Walsh et al. 2015

Evidence

Walsh et al. 2015

Mary Walsh, Anastasia Raczek, Erin Sibley, Terrence Lee-St. John, Chen An, Bercem Akbayin, Eric Dearing, Claire Foley. (2015). City Connects: Building an Argument for Effects on Student Achievement with a Quasi-Experimental Design. SREE Spring 2015 Conference. https://eric.ed.gov/?id=ED562168

q2 · i? · causal · r2

Figure 1 plots the comparative regression discontinuity results for 5th grade MCAS math proficiency-plus status. In the pre-implementation year, City Connects and comparison students show "statistically indistinguishable relationships between age and proficiency"; post-implementation the intervention intercept shifts upwards.

"For the year post-City Connects implementation, for both groups the form of the relationship between age and proficiency is similar to the previous year’s form, however, the intervention intercept is shifted upwards, indicating an overall positive shift in the proficiency levels of students in City Connects Schools."

Discussion

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