Students at high promotion power high schools have substantially better expected long-term outcomes than similar students at average promotion power schools¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
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.
q1 i? Expected outcomes of students attending high promotion power high schools are substantially better than those of similar students at average promotion power schools. → Jonah Deutsch 2020
Evidence¶
Jonah Deutsch 2020¶
Jonah Deutsch, Matthew Johnson, and Brian Gill. (2020). The Promotion Power Impacts of Louisiana High Schools (Executive Summary). Mathematica. https://www.mathematica.org/publications/es-the-promotion-power-impacts-of-louisiana-high-schools
q1 · i? · associational · r?
This is the report's own Key Findings statement comparing students at high versus average promotion power schools; no effect size, statistic, or magnitude is printed in the summary text provided.
"The expected outcomes of students attending high schools with high promotion power are substantially better than those of similar students attending high schools with average promotion power."
Discussion¶
Related Claims¶
- Schools positively impacting one promotion power measure are more likely to positively impact other long-term outcomes, but many show varying effectiveness across outcomes — a broader claim this one bears on
- There was substantial variation among charter high schools on test scores, college enrollment, and college selectivity—more variation than among non-charter schools once incoming characteristics were controlled — related
- The Louisiana study separated high schools' contributions to long-term success from family resources and students' learning before high school — related
- Schools' impacts on socioemotional development and behaviors in 9th grade matter substantially more for long-run trajectories than test score impacts — related
- Louisiana high schools vary widely in their success in promoting graduation, college enrollment, and earnings — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
high-promotion-power-better-expected-outcomes |
title |
Students at high promotion power high schools have substantially better expected long-term outcomes than similar students at average promotion power schools |
description |
Students at high promotion power high schools have substantially better expected long-term outcomes than similar students at average promotion power schools |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jonah-deutsch-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.