Black charter students outperform their Black TPS peers in reading (about 24 additional days) but both groups lag the average White TPS student substantially¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Black charter students experience greater yearly reading progress (about 24 additional days of learning) and similar math growth compared to Black TPS peers; Black students in both sectors show significantly weaker growth than the average White TPS student. → 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 8a comparison of Black charter students against their Black TPS VCR peers, with Figure 8 benchmarking both groups against the average White TPS student. Black students in both sectors show large gaps versus White TPS students (e.g., about 112 fewer reading days for Black TPS students). No standardized effect size is printed.

"Black charter students experience greater yearly progress in reading while performing similarly in math compared to their Black TPS peers. The stronger growth in reading for Black charter students compared to their Black peers translates to about 24 additional days of learning"

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Black, Hispanic, and poverty-affected charter students grow faster than traditional public school peers but gains remain below those of white peers — a broader claim this one bears on
• Idaho charter school students show stronger reading growth than matched TPS peers, with no significant difference in math growth — related
• 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 — a narrower finding that bears on this claim
• Hispanic charter students perform similarly to their Hispanic TPS peers in both subjects, while both groups lag the average White TPS student — related
• Pennsylvania charter school students show similar reading growth but weaker math growth (about 30 fewer days of learning) than matched TPS peers — related
• Charter students in poverty show similar reading growth but significantly weaker math growth (about 18 fewer days) than their TPS peers in poverty — related
• Three of nine Washington charter schools showed significantly stronger academic progress than local district options in both reading and math — related
• Some charter school students grow faster than their traditional public school peers — a broader claim this one bears on
• Charter school outcomes are mixed as a group, with 17% of charters producing greater academic gains and 37% performing worse than traditional public schools serving similar students — related
• More than 1,000 charter schools show gap-busting progress with achievement exceeding state averages — related