No cohort-by-years-of-enrollment configuration shows statistically different learning gains from TPS¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For every entry-year cohort (2015-16, 2016-17, 2017-18) crossed with consecutive years of charter enrollment, learning gains were not statistically different from TPS settings. → CREDO 2020

Evidence¶

CREDO 2020¶

CREDO, Center for Research on Education Outcomes, Stanford University. (2020). Charter School Performance in the State of Washington. https://credo.stanford.edu/reports/item/charter-school-performance-in-the-state-of-washington-2/

q3 · i? · causal · r2

Joint analysis by entry-year cohort and years of enrollment (Figure 5), designed to detect whether changing school mixes across years masked cohort evolution; only Cohort 1 had three years of charter enrollment in the study window.

"We find that learning gains of charter students are not statistically different from those of students in traditional public school settings for any cohort by years in charter configuration."

Discussion¶

Related Claims¶

• Charter learning gains in each of the three growth periods do not differ statistically from TPS peers — a narrower finding that bears on this claim
• Charter students' learning growth in the first, second, and third year of enrollment is not statistically different from TPS peers — a narrower finding that bears on this claim
• First- and second-year Idaho charter students show growth not statistically different from their TPS VCRs — a narrower finding that bears on this claim
• Idaho charter reading advantage appears only in the 2016-2017 growth period, not in 2015-2016 — related