CREDO's new race/ethnicity approach estimates full annual growth per group without benchmarking against any race/ethnicity¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The report introduces a presentation method that estimates the full annual growth associated with each racial/ethnic group, allowing direct comparison across groups without a benchmark group. → CREDO 2020

Evidence¶

CREDO 2020¶

CREDO, Center for Research on Education Outcomes, Stanford University. (2020). Charter School Performance in the State of Washington. https://credo.stanford.edu/reports/item/charter-school-performance-in-the-state-of-washington-2/

q2 · i? · causal · r2

Methodological contribution described in the report's introduction as a departure from CREDO's traditional approach of presenting learning gains by race/ethnicity relative to a benchmark group; supporting tables (7a-7b, 10a-10b) and appendix significance tables accompany it.

"our new approach estim ates the full annual growth associated with each racial/ethnic group, allowing for th e direct comparison of student growth across race/ethnicities without benchmarking performance against any particular race/ethnicity"

Discussion¶

Related Claims¶

• Charter attendance is associated with higher learning gains for Black and Hispanic students, including those in poverty, relative to matched TPS controls — related
• Children from all racial/ethnic groups were projected to gain more in higher-tier programs, but most racial/ethnic differences were not statistically significant — related
• Students from low income, English learner, special education, and several racial/ethnic groups are more likely to be repeatedly identified as significantly below benchmark, with low income students 2.5 times as likely — related
• Asian and white CPS students score consistently higher than Latino and African-American students in reading and math, and Asian students score significantly higher in math than white students — related
• Pre-policy, White students were far more likely to enroll in full-day pre-k than other racial/ethnic groups regardless of distance — related