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 |
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| 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 |
| 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. |
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