TEP's achievement impacts were consistently positive across subjects and cohorts through 2012-2013, with especially large effects in math¶

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? Impacts were positive across subjects and cohorts, with math effects especially large. → Joshua Ferguson 2014

q3 i? TEP's impacts on student achievement were consistently positive across subjects and cohorts, with especially large effects in math. → Joshua Furgeson 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?

The evaluation's headline finding as of the end of the 2012-2013 school year: impacts were "consistently positive across subjects and cohorts, with especially large effects in math". No per-cohort statistics are printed in the brief.

"By the end of the 2012–2013 school year, TEP's impacts on student achievement were consistently positive across subjects and cohorts, with especially large effects in math."

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?

Overall finding of the Mathematica evaluation of TEP's first four years of operation, measured by the end of the 2012-2013 school year. The report states impacts were "consistently positive across subjects and cohorts." No standardized effect sizes are printed on this page.

"TEP's impacts on student achievement were consistently positive across subjects and cohorts, with especially large effects in math"

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• Four years of TEP attendance produced science gains equal to an additional 0.6 years of school relative to comparable NYC public school students — a narrower finding that bears on this claim
• The Kauffman School had positive, statistically significant impacts on student achievement growth in mathematics, reading, and science across 2011-2012 through 2013-2014 — related
• Successive cohort indicators are subject to false performance gains, and the paper assesses which school evaluation methods provide useful accountability information — related