Claims

Houston charter school ELL students outperformed district-school ELL students in both subjects, while magnet ELL students trailed

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: local conditions change quickly

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? Compared with ELL students in other Houston district schools, Houston charter ELL students gained 0.11 SD (67 days) more in reading and 0.11 SD (65 days) more in math, while Houston magnet ELL students were behind by 0.05 (-28 days) in reading and 0.03 (-16 days) in math. → CREDO 2022

Evidence

CREDO 2022

CREDO. (2022). City Study 2022: Houston. https://credo.stanford.edu

q2 · i? · associational · r?

Student subgroup analysis for ELL students, 2018-19, rows comparing with ELL students in other district schools in Houston. Charter contrasts are significant at p < 0.05; magnet contrasts carry a footnote marker and no significance asterisks.

"H o u s t o n C h a r t e r S c h o o l E L L S t u d e n t s 0.11* 67* 0.11* 65* H o u s t o n M a g n e t S c h o o l E L L S t u d e n t s§ -0.05 -28 -0.03 -16"

Discussion

Page metadata
Field Value
type claim
id houston-ell-charter-advantage-magnet-trails
title Houston charter school ELL students outperformed district-school ELL students in both subjects, while magnet ELL students trailed
description Houston charter school ELL students outperformed district-school ELL students in both subjects, while magnet ELL students trailed
status review
evidence_strength moderate
newest_evidence 2022
recheck_by 2025
generated by process:wiki-ingest on 2026-10-08
trust unverified — no one has confirmed this page's content
sources 1 — credo-2022

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