The program's impact was estimated with a difference-in-differences-in-differences approach on student-level data from a large urban California district¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The evaluation used a difference-in-differences-in-differences identification strategy with student-level data from a large urban district in California, estimating impacts on course taking, English proficiency, and graduation. → Angela Johnson 2019

Evidence¶

Angela Johnson 2019¶

Angela Johnson. (2019). Summer credit recovery impact on newcomer English Learners. American Educational Research Journal. https://www.nwea.org/research/publication/summer-credit-recovery-impact-on-newcomer-english-learners/

q2 · i? · causal · r2

This is the article's stated method: it leverages "student-level data from a large urban district in California" and a "difference-in-differences-in-differences approach" covering three outcome domains: course taking, English proficiency, and graduation.

"Leveraging student-level data from a large urban district in California, I use a difference-in-differences-in-differences approach to estimate the program's impact on high school course taking, English proficiency, and graduation."

Discussion¶

Related Claims¶

• Effects of summer credit recovery on 4- and 5-year graduation rates for newcomer ELs were imprecisely estimated — related
• Summer credit recovery shows suggestive evidence of positive effects on English proficiency for newcomer ELs — related
• Summer credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students — a narrower finding that bears on this claim
• Triple-difference estimates suggest English Learners drive the reduction in four-year college attendance under Early College — related