Charter students in poverty show similar reading growth but significantly weaker math growth (about 18 fewer days) than their TPS peers in poverty¶

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 reading, charter school students in poverty perform similarly to their TPS peers in poverty; in math, charter students in poverty have significantly weaker growth equivalent to about 18 fewer days of learning. → 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 10a comparison of charter students in poverty against TPS VCR peers in poverty, with Figure 10 benchmarking both against TPS students not in poverty (e.g., TPS poverty students 65 fewer reading days versus non-poverty TPS students). No standardized effect size is printed.

"In reading, charter school students in poverty perform similarly to their TPS peers in poverty. In math, however, charter school students in poverty have significantly weaker growth, equivalent to about 18 fewer days of learning"

Discussion¶

Related Claims¶

• 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 — reports the opposite
• Pennsylvania charter school students show similar reading growth but weaker math growth (about 30 fewer days of learning) than matched TPS peers — related
• Charter school impacts differ sharply by locale: urban charters show stronger reading growth while suburban and town charters show weaker growth in both subjects — related
• Charter elementary schools show stronger reading growth while multi-level charter schools show significantly weaker growth in both subjects — related
• South Carolina charter students show similar reading growth but weaker math growth than traditional public school peers, with a math disadvantage of 53 fewer days of learning per year — 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 — related
• Idaho online charter students show weaker math growth than TPS VCRs and lag brick-and-mortar charter students in both subjects — related
• Hispanic charter students perform similarly to their Hispanic TPS peers in both subjects, while both groups lag the average White TPS student — related
• Charter students' math disadvantage is concentrated in the first two growth periods, with performance similar to VCR peers by 2016-2017 — related
• Black, Hispanic, and poverty-affected charter students grow faster than traditional public school peers but gains remain below those of white peers — related
• Idaho charter school students show stronger reading growth than matched TPS peers, with no significant difference in math growth — related