TEP's student population was similar to other neighborhood schools: high poverty, mostly Hispanic, with similar rates of special education services¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims¶

q3 i? TEP served a high-poverty, mostly Hispanic student population comparable to other neighborhood New York City public schools, with similar special education service rates. → Joshua Furgeson 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?

Descriptive finding from the TEP evaluation on student characteristics and attrition: the school's population mirrors neighborhood schools in poverty level, Hispanic majority enrollment, and special education service receipt, supporting the comparability of the achievement comparison.

"TEP's student population is similar to those of other schools in the neighborhood, high poverty and mostly Hispanic, and TEP students are as likely to receive special education services as students in other New York City public schools"

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 — 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
• 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
• A 1997 New York City report found that increasing resource room instructional group sizes from 5 to at most 8 students per teacher led to decreases in reading achievement — related
• Charter students receiving special education services show smaller learning gains than matched traditional public school peers — related
• Students who began as ELs were not overidentified for special education services relative to students never classified as ELs — related
• New programs increased training for leading special student populations, but sufficiency across all contexts remains debated — related
• The study gives explicit consideration to cultural differences and similarities in learning, including English learners and learners with learning disabilities — related