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¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? TEP's four-year ELA impact equals an additional 0.4 years of school. → Joshua Ferguson 2014
Evidence¶
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?
Same evaluation benchmark analysis as the math finding: compared to similar students in comparable New York City public schools, the ELA gain equals "an additional 0.4 years of school in English language arts". Smaller than the math effect.
"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
- 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 — 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 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
- TEP's student population was similar to other neighborhood schools: high poverty, mostly Hispanic, with similar rates of special education services — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tep-four-years-ela-gain-0-4-years |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — joshua-ferguson-2014 |
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