Students who attended TEP for four years had math test score gains equal to an additional 1.6 years of school compared to similar students in comparable New York City public schools¶

Claim · All claims
Evidence · 2 studies · 2 causal r? · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Four years of TEP attendance produced math gains equal to an additional 1.6 years of schooling relative to comparable NYC public school students. → Joshua Furgeson 2014

q3 i? Four years of TEP attendance produced math gains equal to an additional 1.6 years of school relative to comparable NYC public school students. → Joshua Ferguson 2014

Evidence¶

Joshua Furgeson 2014¶

Joshua Furgeson, Moira McCullough, Clare Wolfendale, Brian Gill. (2014). The Equity Project Charter School: Impacts on Student Achievement. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/fr-the-equity-project-charter-school-impacts-on-student-achievement-final-report

q3 · i? · causal · r?

Evaluation of TEP's first four years comparing TEP students to similar students in comparable New York City public schools, using benchmarks for average annual learning gains. The report found "an additional 1.6 years of school in math" by the end of the 2012-2013 school year. No standardized effect size is printed.

"students who attended TEP for four years had test score gains equal to an additional 1.6 years of school in math"

Joshua Ferguson 2014¶

Joshua Ferguson, Moira McCullough, Brian Gill. (2014). Mathematica's Evaluation of The Equity Project Charter School: High Salaries for Teachers, Positive Impacts on Student Achievement (In Focus Brief). Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/if-mathematicas-evaluation-of-the-equity-project-charter-school-high-salaries-for-teachers-positive

q3 · i? · causal · r?

Evaluation brief reporting TEP impacts through the 2012-2013 school year, benchmarked against average annual learning gains for similar students in comparable New York City public schools; the math benchmark equals "an additional 1.6 years of school in math".

"students who attended TEP for four years had test score gains equal to an additional 1.6 years of school in math, an additional 0.4 years of school in English language arts, and an additional 0.6 years of school in science"

Discussion¶

Related Claims¶

• TEP's cumulative four-year effect equals approximately 78% of the Hispanic-white achievement gap in math, 17% in English language arts, and 25% in science — related
• Four years of TEP attendance produced English language arts gains equal to an additional 0.4 years of school relative to comparable NYC public school students — related
• Four years of TEP attendance produced science gains equal to an additional 0.6 years of school relative to comparable NYC public school students — related
• TEP's student population was similar to other neighborhood schools: high poverty, mostly Hispanic, with similar rates of special education services — related
• TEP's achievement impacts were consistently positive across subjects and cohorts through 2012-2013, with especially large effects in math — a broader claim this one bears on
• NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant math gains after three years, equal to an estimated additional 0.9 years of growth — related
• NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant reading gains after three years, equal to an estimated additional 0.7 years of growth — related