Pennsylvania charter school students show similar reading growth but weaker math growth (about 30 fewer days of learning) than matched TPS peers¶

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? In a typical school year, Pennsylvania charter students experience similar reading growth but math growth equivalent to 30 fewer days of learning compared to their VCR peers. → 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

Quasi-experimental matched comparison using Virtual Control Records built from feeder-school TPS students; growth analyzed in standard deviation units across three growth periods, 2013-14 to 2016-17. The report states charter students experience "30 fewer days of learning in math" while reading differences were not statistically significant.

"in a typical school year, charter students in Pennsylvania experience less progress equivalent to 30 fewer days of learning in math in a 180-day school year. Because the difference in growth in reading is not statistically significant, Pennsylvania charter school students experience similar growth"

Discussion¶

Related Claims¶

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• Charter students' math disadvantage is concentrated in the first two growth periods, with performance similar to VCR peers by 2016-2017 — related
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• Black charter students outperform their Black TPS peers in reading (about 24 additional days) but both groups lag the average White TPS student substantially — related
• Idaho charter school students show stronger reading growth than matched TPS peers, with no significant difference in math growth — related
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