The Kauffman School had substantial positive, statistically significant impacts on student achievement in mathematics, reading, and science during its first three years of operation¶

Claim · All claims
Evidence · 2 studies · 2 causal r? · q2–q3
Currency · newest study 2017 · checked against its sources 2026-10-19 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q3 i? During its first three years of operation, the Kauffman School had positive, statistically significant, and educationally meaningful impacts on student achievement growth in mathematics, reading, and science. → Matthew Johnson 2016

q3 i? In the 2011-2012 through 2013-2014 school years, the Kauffman School had positive, statistically significant, educationally meaningful impacts on student achievement growth in mathematics, reading, and science. → Matthew Johnson 2016

q2 i? The Kauffman School had large positive impacts on student achievement in mathematics, reading, and science during its first three years of operation. → Matthew Johnson 2017

Evidence¶

Matthew Johnson 2016¶

Matthew Johnson, Eric Lundquist, Alicia Demers, Cleo Jacobs Johnson, Claudia Gentile. (2016). Ewing Marion Kauffman School Evaluation Impact Report: Year 3. Mathematica Policy Research. https://www.mathematica.org/publications/ewing-marion-kauffman-school-evaluation-impact-report-year-3

q3 · i? · causal · r?

Quasi-experimental matched comparison group evaluation of the Kauffman School's first three school years (2011-2012 through 2013-2014). The report states the school had "positive, statistically significant, and educationally meaningful impacts" on achievement growth in all three subjects; no effect sizes are printed in the available text.

"during its first three years of operation, the Kauffman School had positive, statistically significant, and educationally meaningful impacts on student achievement growth in mathematics, reading, and science"

Matthew Johnson 2017¶

Matthew Johnson, Cleo Jacobs Johnson, Scott B. Richman, Alicia Demers, Claudia Gentile, Eric Lundquist. (2017). The Educational and Behavioral Impacts of the Ewing Marion Kauffman Charter School. Journal of School Choice, vol. 11, issue 3. https://www.mathematica.org/publications/ja-the-educational-and-behavioral-impacts-of-the-ewing-marion-kauffman-charter-school

q2 · i? · causal · r?

The evaluation's key findings state that "the Kauffman School had substantial positive and statistically significant impacts on student achievement in mathematics, reading, and science" in its first three years. No effect sizes are printed in the available text.

"During its first three years of operation, the Kauffman School had substantial positive and statistically significant impacts on student achievement in mathematics, reading, and science."

Discussion¶

Related Claims¶

• The Kauffman School had positive, statistically significant, and educationally meaningful impacts on student achievement growth in mathematics, reading, and science during its first four years — related
• The Kauffman School produced positive, statistically significant, and educationally meaningful impacts on student achievement growth in mathematics, English language arts, and science in each of its first five years, beyond the growth of students in other Kansas City public schools — related
• During its first seven years, the Kauffman School had substantial positive impacts on student achievement growth in mathematics, English language arts, and science beyond growth in other Kansas City public schools — related
• The Kauffman School produced substantial positive impacts on student achievement growth in mathematics, English language arts, and science over its first six years — related
• The Kauffman School's achievement impacts are higher than the average impacts found in studies of other charter schools — related
• Key stakeholders believe the Kauffman School's methods positively influence students' behavior, attitudes, and performance — related
• The Kauffman School evaluation examined attendance and discipline outcomes in addition to achievement during the school's first two years — related
• The Kauffman School had positive, statistically significant, educationally meaningful impacts on student achievement growth in math during its first two years — a narrower finding that bears on this claim
• The Kauffman School had positive, statistically significant, educationally meaningful impacts on student achievement growth in reading during its first two years — a narrower finding that bears on this claim
• The Kauffman School had positive, statistically significant, educationally meaningful impacts on student achievement growth in science during its first two years — a narrower finding that bears on this claim
• The Kauffman School produces sustained positive achievement growth impacts in mathematics, English language arts, and science — a broader claim this one bears on
• The Kauffman School produced substantial positive impacts on achievement growth in mathematics, English language arts, and science each year through 2021-22, except during the 2020-21 pandemic year — related
• Attendance at Gehring STEM Academy had statistically significant positive impacts on mathematics and reading achievement in grades 1-5 after up to 1.5 years, with no significant science impacts — related
• Horace Mann Elementary showed steady growth in English language arts MAP scores from 2009 to 2014 and reached provisional accreditation in 2013 — related
• The Kauffman School evaluation used a matched comparison group design to estimate impacts on achievement, attendance, and suspensions — related
• TEP's achievement impacts were consistently positive across subjects and cohorts through 2012-2013, with especially large effects in math — related
• The first-year APS Turnaround Strategy evaluation reports implementation and impact findings focused on High Impact Tutoring and PBS operation of Thomasville Heights Elementary — related
• Kauffman School attendance impacts were positive and significant in some grades and not significantly different from zero in others — related