Charter enrollment duration matters: first-year students lag in both subjects, while fourth-year students outperform in reading but still lag in math¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? First-year charter students have 35 and 100 fewer days of learning than TPS counterparts in reading and math; fourth-year students outperform by 41 additional days in reading but have 65 fewer days in math. → CREDO 2019

Evidence¶

CREDO 2019¶

CREDO, Center for Research on Education Outcomes, Stanford University. (2019). Charter School Performance in South Carolina. https://credo.stanford.edu/reports/item/charter-school-performance-in-south-carolina-2019-2/

q3 · i? · causal · r2

Analysis limited to students first enrolling in charters between 2014-15 and 2017-18, grouped by years of charter attendance and compared with their VCRs; third-year progress did not differ from TPS in either subject.

"Students in their first year of charter school attendance have 35 and 100 fewer days of learning progress than their TPS counterparts in reading and math, respectively."

Discussion¶

Related Claims¶

• New Mexico charter students' reading advantage emerges in the third year of enrollment, while math growth does not differ by years enrolled — reports the opposite
• Charter middle school students gain in math while multi-level charter students lag in both subjects relative to TPS peers — related
• Middle-grade Idaho charter schools show the weakest growth while multi-level charters show the strongest reading growth — related
• About 30 percent of South Carolina charter schools outperform traditional alternatives in reading and 15 percent in math, while 22 percent and 33 percent underperform — related
• Charter students' learning growth in the first, second, and third year of enrollment is not statistically different from TPS peers — reports the opposite