Washington charter students' overall annual reading and math gains do not differ statistically from matched 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 · overdue for a recheck since 2023: local conditions change quickly
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? Across all communities and years studied, charter school students posted larger average academic gains than their VCR peers in reading and math, but the differences were not statistically significant. → 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
Quasi-experimental VCR matched-comparison analysis of Washington charter students over three growth periods (2014-15 to 2017-18), with virtual matches created for 87 percent of tested charter observations in reading and 88 percent in math. The report concludes "there is no appreciable difference in academic gains for students in charter schools compared to their TPS counterparts."
"The bars in Figure 2 shows that across all communities and years of study, charter school students posted larger academic gains in a year's time than their VCR peers. However, in both tested subjects, these differences were not statistically significant"
Discussion¶
Related Claims¶
- Charter school students show more annual learning growth in reading and math than matched traditional public school peers — reports the opposite
- Charter learning gains in each of the three growth periods do not differ statistically from TPS peers — related
- Charter students' learning growth in the first, second, and third year of enrollment is not statistically different from TPS peers — related
- New Mexico charter school students make similar one-year growth in reading and math as their traditional public school virtual twins — related
- Idaho charter school students show stronger reading growth than matched TPS peers, with no significant difference in math growth — related
- Pennsylvania charter school students show similar reading growth but weaker math growth (about 30 fewer days of learning) than matched TPS peers — related
- Urban brick-and-mortar charter students in New Mexico outperform their TPS virtual twins in reading, while suburban, town, and rural charter students are on par — related
- South Carolina charter students show similar reading growth but weaker math growth than traditional public school peers, with a math disadvantage of 53 fewer days of learning per year — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
wa-charter-overall-gains-no-significant-difference |
title |
Washington charter students' overall annual reading and math gains do not differ statistically from matched TPS peers |
description |
Washington charter students' overall annual reading and math gains do not differ statistically from matched TPS peers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
recheck_by |
2023 |
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.