Urban charter schools have an incredible track record of increasing student achievement, while increasing school funding by as much as 10 % yields very
modest test score effects, and these effects come at a very high cost.
Not exact matches
Despite the vast majority of randomized control trials (RCTs) of private school choice showing significant, positive
test score effects for at least some subgroups of students, some of those gains have been
modest and other
effects have been null for at least some subgroups.
Competition from the Choice program appears to have boosted the
test scores of students who remained in Milwaukee Public Schools (MPS), but those systemic
effects of the program were
modest in size.
When virtually all education interventions yield rather
modest test -
score changes from year to year, it becomes extremely difficult to detect
effects given the amount of statistical noise in our instruments.
A 2004 study established the positive
effect of even
modest increases in family income on student
test scores.
They found «a
modest, statistically significant, positive
effect on student
test scores,» which they quantified as three additional weeks of learning per year in American schools (and four weeks when international studies were included).
High school graduation rates are at an all - time high at over 80 percent (see Chapter 1: Student Achievement).7 8 9 Research on NCLB's accountability provisions has shown
modest effects on school performance, particularly in schools seeking to avoid a first year of missing AYP or in schools facing the severest penalties.10 Despite this progress, however, high school
test scores are flat, achievement gaps persist, and many low - performing schools are not improving.
In Denver, low - resource families who received home visiting showed
modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement
test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive
effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive
effects at twenty - four and thirty - six months, but not at twelve months, so the
effects can not be attributed solely to home - visiting services.107