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A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy? EdWorkingPaper No. 23-755

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Title: A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy? EdWorkingPaper No. 23-755
Language: English
Authors: David Grissmer, Thomas White, Richard Buddin, Mark Berends, Daniel Willingham, Jamie DeCoster, Chelsea Duran, Chris Hulleman, William Murrah, Tanya Evans, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2023.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 77
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
National Science Foundation (NSF)
Laura and John Arnold Foundation
Smith Richardson Foundation
Contract Number: R305E090003
1252463
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Charter Schools, Elementary Secondary Education, Core Curriculum, General Education, Knowledge Level, Selective Admission, Competitive Selection, Admission (School), Academic Achievement, Outcomes of Education, Family Income, Language Arts
Geographic Terms: Colorado
Abstract: The Core Knowledge curriculum is a K-8 curriculum focused on building students General Knowledge about the world they live in that is hypothesized to increase reading comprehension and Reading/English-LA achievement. This study utilizes an experimental design to evaluate the long term effects of attending Charter schools teaching the Core Knowledge curriculum. Fourteen oversubscribed kindergarten lotteries for enrollment in nine Core Knowledge Charter schools using the curriculum had 2310 students applying from parents in predominately middle/high income school districts. State achievement data was collected at 3rd-6th grade in Reading/English-LA and Mathematics and at 5th Grade in Science. A new methodology addresses two previously undiscovered sources of bias inherent in kindergarten lotteries that include middle/high income families. The unbiased confirmatory Reading-English-LA results show statistically significant ITT (0.241***) and TOT (0.473***) effects for 3rd-6th grade achievement with statistically significant ITT and TOT effects at each grade. Exploratory analyses also showed significant ITT (0.15*) and TOT (0.300*) unbiased effects at 5th grade in Science. A CK-Charter school in a low income school district also had statistically significant, moderate to large unbiased ITT and TOT effects in English Language Arts (ITT= 0.944**; TOT = 1.299**), Mathematics (ITT= 0.735*; TOT = 0.997*) and positive, but insignificant Science effects (ITT= 0.468; TOT = 0.622) that eliminated achievement gaps in all subjects.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED672259
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy? EdWorkingPaper No. 23-755
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: <searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink>
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  Data: The Core Knowledge curriculum is a K-8 curriculum focused on building students General Knowledge about the world they live in that is hypothesized to increase reading comprehension and Reading/English-LA achievement. This study utilizes an experimental design to evaluate the long term effects of attending Charter schools teaching the Core Knowledge curriculum. Fourteen oversubscribed kindergarten lotteries for enrollment in nine Core Knowledge Charter schools using the curriculum had 2310 students applying from parents in predominately middle/high income school districts. State achievement data was collected at 3rd-6th grade in Reading/English-LA and Mathematics and at 5th Grade in Science. A new methodology addresses two previously undiscovered sources of bias inherent in kindergarten lotteries that include middle/high income families. The unbiased confirmatory Reading-English-LA results show statistically significant ITT (0.241***) and TOT (0.473***) effects for 3rd-6th grade achievement with statistically significant ITT and TOT effects at each grade. Exploratory analyses also showed significant ITT (0.15*) and TOT (0.300*) unbiased effects at 5th grade in Science. A CK-Charter school in a low income school district also had statistically significant, moderate to large unbiased ITT and TOT effects in English Language Arts (ITT= 0.944**; TOT = 1.299**), Mathematics (ITT= 0.735*; TOT = 0.997*) and positive, but insignificant Science effects (ITT= 0.468; TOT = 0.622) that eliminated achievement gaps in all subjects.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 77
    Subjects:
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Core Curriculum
        Type: general
      – SubjectFull: General Education
        Type: general
      – SubjectFull: Knowledge Level
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      – SubjectFull: Selective Admission
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      – SubjectFull: Competitive Selection
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      – SubjectFull: Admission (School)
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Family Income
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Colorado
        Type: general
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