Statewide, One-Star designation has a modest significant positive effect on ELA but not on math scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A regression discontinuity analysis found a 0.15 standard deviation jump in ELA scores at the One-Star threshold that was statistically significant, while the 0.09 SD math jump was not significant; the report prints no standardized effect-size category for either. → Tanner 2025

Evidence¶

Tanner 2025¶

Tanner, S., Krausen, K., Garcia, B., & Brown, A. (2025). Understanding the At-risk indicator: Nevada's Pupil-Centered Funding Plan. WestEd. https://eric.ed.gov/?id=ED677573

q2 · i? · causal · r2

Regression discontinuity analysis (RDD) of statewide spring 2024 math and ELA scores in grades 3–8, comparing schools just above and below the 2022/23 One-Star composite-score threshold. "The graph for ELA scores in Figure 5 shows a larger positive effect of a One-Star rating—the jump is 0.15 standard deviations," significant, whereas the 0.09 SD math effect was not distinguishable from chance. These unstandardized-to-grade SD jumps are reported as such; the report prints no standardized effect size, so impact is null.

"The graph for ELA scores in Figure 5 shows a larger positive effect of a One-Star rating—the jump is 0.15 standard deviations. Unlike the effect on math scores, this effect on ELA scores is large enough to be statistically significant."

Discussion¶

Related Claims¶

• In Clark County, One-Star designation significantly raises math and ELA scores for all students — related
• For Clark County students designated At-risk, One-Star designation significantly raises math but not ELA scores — related
• A regression discontinuity study found a positive but non-significant effect of +0.16 on standardized literacy growth — related
• Regression discontinuity estimates show high internal validity, with average bias below 0.01 standard deviations relative to RCT estimates at the same cutoff — a broader claim this one bears on
• Statistical theory predicts that regression discontinuity provides valid causal inference at the cutoff score determining treatment assignment — a broader claim this one bears on
• Shrunken study-specific RD bias estimates stay below 0.07 standard deviations, indicating good external validity — a broader claim this one bears on
• Regression discontinuity impact estimates for two education interventions were not significantly different from experimental impact estimates, though point-estimate differences were sometimes nontrivial — a broader claim this one bears on
• The meta-analysis finds some evidence favoring non-parametric RD methods over parametric ones — a broader claim this one bears on
• In NAEP regression discontinuity estimates, exceeding the state threshold increases math achievement by 2.6 points (9.1% of a standard deviation) and reading achievement by 4.4 points (12.2% of a standard deviation) — related