The Uncommon Schools whole-school model, typically built from the earliest grades in new schools, produced substantial positive achievement effects when applied in a turnaround setting¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Uncommon Schools, a nonprofit charter management organization, applied its whole-school model in a turnaround setting in Camden and Newark, New Jersey, and the three schools examined produced substantial positive effects on math and ELA achievement. → Alyson Burnett 2021

Evidence¶

Alyson Burnett 2021¶

Alyson Burnett, Moira McCullough, Breyon Williams. (2021). Impacts of Uncommon Schools in a Turnaround Setting. Mathematica. https://www.mathematica.org/publications/impacts-of-uncommon-schools-in-a-turnaround-setting

q3 · i? · causal · r2

Evaluation of the TurnNJ project, funded by a 2016 U.S. Department of Education Investing in Innovation Fund (i3) grant, assessing whole-school turnaround in six schools in Camden and Newark; outcomes were examinable for three schools using propensity score matching.

"In this study, we use a rigorous propensity score matching approach to assess the effectiveness of the TurnNJ project, as required by the i3 grant. We find that the three TurnNJ schools for which we could examine outcomes produced substantial positive effects on student achievement in math and English language arts."

Discussion¶

Related Claims¶

• Enrollment in a TurnNJ school produced positive, statistically significant math achievement gains persisting up to four years, equal to an additional 1.8 years of learning after one year — related
• Enrollment in a TurnNJ school produced positive, statistically significant ELA achievement gains persisting up to four years, equal to an additional 1.9 years of learning after one year — related
• Five successful CMOs used identifiable approaches intended to help improve student achievement — 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
• Turnaround partnership schools are producing math improvements, but other effects were mixed, varying by outcome and by partner organization (Kindezi and PBS) — related
• A quasi-experimental evaluation found Perry Street students improved significantly more during turnaround than they would have at other traditional or charter schools — related