Black students in poverty attending charter schools gain about 35 additional days of learning in reading compared to their Black TPS peers in poverty, with no math difference¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In reading, Black students in poverty attending charter schools gain about 35 additional days of learning compared to their Black TPS peers in poverty; in math there is no difference in average growth between the two groups. → Center for Research on Education Outcomes 2019

Evidence¶

Center for Research on Education Outcomes 2019¶

Center for Research on Education Outcomes. (2019). Charter School Performance in Pennsylvania. Stanford University. https://credo.stanford.edu/reports/item/charter-school-performance-in-pennsylvania-2/

q2 · i? · causal · r2

Figure 11a comparison of Black charter students in poverty against their Black TPS peers in poverty; Figure 11 benchmarks both groups against White non-poverty TPS students (e.g., Black TPS students in poverty about 159 fewer reading days). The report states Black charter students in poverty gain "about 35 additional days of learning" in reading. No standardized effect size is printed.

"When comparing black students in poverty attending charter schools to black students in poverty attending TPS, there is a positive charter effect in reading and no difference in the math growth"

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Black, Hispanic, and poverty-affected charter students grow faster than traditional public school peers but gains remain below those of white peers — related
• Black charter students outperform their Black TPS peers in reading (about 24 additional days) but both groups lag the average White TPS student substantially — a broader claim this one bears on
• Charter attendance is associated with higher learning gains for Black and Hispanic students, including those in poverty, relative to matched TPS controls — reports the opposite
• Charter students in poverty show similar reading growth but significantly weaker math growth (about 18 fewer days) than their TPS peers in poverty — reports the opposite
• Hispanic charter students perform similarly to their Hispanic TPS peers in both subjects, while both groups lag the average White TPS student — related
• Some charter school students grow faster than their traditional public school peers — a broader claim this one bears on