Mathematica's Evaluation of The Equity Project Charter School: High Salaries for Teachers, Positive Impacts on Student Achievement

In Focus Brief
Publisher: Cambridge, MA: Mathematica Policy Research
Oct 24, 2014
Authors
Joshua Ferguson, Moira McCullough, and Brian Gill

Key Findings

  • By the end of the 2012–2013 school year, TEP’s impacts on student achievement were consistently positive across subjects and cohorts, with especially large effects in math.
  • Compared to similar students in comparable New York City public schools, students who attended TEP for four years had test score gains equal to an additional 1.6 years of school in math, an additional 0.4 years of school in English language arts, and an additional 0.6 years of school in science. 
The Equity Project bar graph

Mathematica found that by the end of the 2012–2013 school year, TEP’s impacts on student achievement were consistently positive across subjects and cohorts, with especially large effects in math. Using benchmarks for average annual learning gains, the research team found that, compared to similar students in comparable New York City public schools, students who attended TEP for four years had test score gains equal to an additional 1.6 years of school in math, an additional 0.4 years of school in English language arts, and an additional 0.6 years of school in science. Using another relevant benchmark, TEP’s cumulative effect on student achievement over four years is approximately equivalent to 78% of the Hispanic-white achievement gap in math, 17% of the Hispanic-white gap in English language arts, and 25% of the Hispanic-white gap in science.

 

Project

The Equity Project Charter School Evaluation (TEP)

Funders

Bill & Melinda Gates Foundation

Time Frame

2009-2014

Senior Staff

BRIAN GILL
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JOSHUA FURGESON
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