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ERIC Number: ED672259
Record Type: Non-Journal
Publication Date: 2023-Apr
Pages: 77
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
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
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
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.
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/
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF); Laura and John Arnold Foundation; Smith Richardson Foundation
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: Colorado
IES Funded: Yes
Grant or Contract Numbers: R305E090003; 1252463
Department of Education Funded: Yes
Author Affiliations: N/A