Charter students' learning growth in the first, second, and third year of enrollment is not statistically different from TPS peers¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2020 · 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? Learning growth did not differ statistically from VCR peers in any of the first three years of charter attendance. → 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
Subset analysis limited to charter students who first enrolled between 2015-16 and 2017-18 and their VCRs, to measure the effect of continued enrollment; the report cautions these results should not be directly compared with other findings in the report.
"Figure 4 shows that Washington State charter school students experience learning growth in the first, second, and third year of charter attendance that is not statistically different from that of students (VCR) enrolled in traditional public school settings."
Discussion¶
Related Claims¶
- First- and second-year Idaho charter students show growth not statistically different from their TPS VCRs — a narrower finding that bears on this claim
- New Mexico charter students' reading advantage emerges in the third year of enrollment, while math growth does not differ by years enrolled — reports the opposite
- Charter learning gains in each of the three growth periods do not differ statistically from TPS peers — related
- Charter enrollment duration matters: first-year students lag in both subjects, while fourth-year students outperform in reading but still lag in math — reports the opposite
- Washington charter students' overall annual reading and math gains do not differ statistically from matched TPS peers — related
- Charter math disadvantage varies across growth periods and narrows over time, with no significant math difference in 2017-18 — related
- No cohort-by-years-of-enrollment configuration shows statistically different learning gains from TPS — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
wa-charter-gains-by-years-enrolled |
title |
Charter students' learning growth in the first, second, and third year of enrollment is not statistically different from TPS peers |
description |
Charter students' learning growth in the first, second, and third year of enrollment is not statistically different from TPS peers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — credo-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.