Not exact matches
This analysis (again the Newspeak) builds on a large body of program evaluations in Louisiana, Indiana, Ohio, and Washington, D.C., all of which show that students attending participating private
schools perform significantly worse
than their
peers in
public schools — especially in
math.
While we estimated that, after one year, African - American students scored 7 percentile points higher on the
math portion of the Iowa Test of Basic Skills
than their
peers in
public schools, Barnard reports impacts of 6 percentile points for African - American students from low - performing
public schools.
In eighth grade, for example, in both reading and
math, as recently as 2015, pupils in Catholic
schools outperformed their
public -
school peers by a solid margin — more so in reading
than in
math.
On average in the three cities, African - American students who switched from
public to private
schools scored 6.3 percentile points higher
than their
peers in the control group on the reading portion of the test and 6.2 points higher on the
math portion.
She found that students at charter
schools performed 5 % better on state reading tests
than their traditional
public school peers and that charter
school students performed 3 % better on state
math tests
than similar students at
public schools.
In Illinois, charter
school students were 21 % more proficient on their state
math tests and 16 % more proficient on their state reading tests
than their regular
public school peers.
The WaPo reporters then claim, «But a U.S. Department of Education study released in June showed that students in the program generally scored no higher on reading and
math tests after two years
than public school peers.»
The Bay Area, Boston, D.C., Memphis, New Orleans, New York City and Newark are much stronger
than their traditional
public school peers in
math.
the typical student in a New York City
public charter
school gains more learning in a year
than his or her
peer in a district
public school, amounting to about one more month of learning in reading and five more months of learning in
math.
The results for the typical student in a Harlem
public charter
school — approximately 25 percent of the city's charter students — were even more pronounced in
math, on average gaining seven more months
than his or her
peer in a district
public school, but less
than a full additional month in reading.
DeVos supporters point to a 2013 Stanford study that found that Michigan charter -
school students are learning at a faster rate in reading and
math than their
public -
school peers — seeing an additional two months of gains in each subject.
A 2011 report (PDF) by Stanford's Center for Research on Education Outcomes (CREDO), using a different methodology, indicated students in Pennsylvania's online charter
schools «have significantly smaller gains in reading and
math than those of their traditional
public school peers.»
In Cleveland, voucher students in most grades performed worse
than their
peers in
public schools in
math, though they did better in reading.
A 2015 study on urban charter
schools by the Center for Research on Education Outcomes at Stanford University found that D.C. charter students are learning the equivalent of 96 more days in
math and 70 more days in reading
than their
peers in traditional
public schools.
In one study, voucher students did no better
than peers in the
public schools for four years, then outpaced them in reading — but not
math — in the fifth year.
The most recent charter
school study, from Stanford University's Center for Research on Education Outcomes (CREDO), finds that academic growth among Boston charter
school students is more
than four times that of their traditional
public school peers in English and more
than six times greater in
math.
More
than half of the voucher students tested below the national average in reading,
math and language and overall performed below their
peers in
public schools though it is not a precise comparison because the law allows voucher
schools to select their own national tests.