Green Dot Public Schools increase high school graduation and college-preparatory (A-G) graduation for students entering ninth grade (potentially positive effects rating)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who started ninth grade in Green Dot Public Schools in 2008–09 were significantly more likely than comparison students to graduate from high school and to graduate with A-G requirements. → Green Dot Public Schools 2018

Evidence¶

Green Dot Public Schools 2018¶

Green Dot Public Schools. (2018). WWC Intervention Report: Green Dot Public Schools, Charter Schools. What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/686

q2 · i? · causal · r2

In the quasi-experimental Herman et al. (2012) study reviewed by the WWC, Cohort 2 Green Dot students were "significantly more likely than comparison students" to graduate and to graduate with A-G requirements, the courses needed for admission to California public universities. Rating: potentially positive effects, small extent of evidence.

"Students who started ninth grade in Green Dot Public Schools in 2008–09 (Cohort 2) were significantly more likely than comparison students to graduate from high school and to graduate with A-G requirements"

Discussion¶

Related Claims¶

• Green Dot Public Schools raise school attendance in the fourth year of high school, with no detectable effect on attendance in Year 1 for Cohort 3 (mixed evidence) — related
• Green Dot Public Schools improve English language arts achievement in the first year of high school for the 2009–10 cohort, with no significant effects on later ELA measures (mixed evidence) — related
• Attending Green Dot Public Schools produces statistically significant positive effects on high school mathematics achievement (potentially positive effects rating, small extent of evidence) — related
• High School Redirection has potentially positive effects on progressing in school, driven by a significant credit-accumulation advantage in Stockton — related
• Charter high school students had comparable high school graduation but much higher four-year college enrollment, selective-college enrollment, and four-semester college completion than comparable non-charter students — related
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