miami-dade county public schoolsoer.dadeschools.net/evaluations/m572 - review of charter...charter...

Miami-Dade County Public Schools

Review of Charter Schools

2014-15

December 2015

Principal Evaluator/Author:

Steven M. Urdegar, M.B.A., Ph.D.

ASSESSMENT, RESEARCH AND DATA ANALYSIS

1450 Northeast Second Avenue

Miami, Florida 33132

Sally A. Shay, Ph.D.,

District Director

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair Dr. Dorothy Bendross-Mindingall, Vice Chair

Ms. Susie V. Castillo Dr. Lawrence S. Feldman Dr. Wilbert “Tee” Holloway

Dr. Martin Karp Ms. Lubby Navarro

Ms. Raquel A. Regalado Dr. Marta Pérez Wurtz

Mr. Logan Schroeder-Stephens, Student Advisor

Mr. Alberto M. Carvalho Superintendent of Schools

Gisela Feild Administrative Director

Assessment, Research, and Data Analysis

TABLE OF CONTENTS

Executive Summary ....................................................................................................................... iv

Introduction ......................................................................................................................................1

Methodology ....................................................................................................................................2

Design ..................................................................................................................................3

Population and Sampling .....................................................................................................3

Instrumentation ....................................................................................................................3

Data Analyses ......................................................................................................................5

Results ..............................................................................................................................................5

Discussion ......................................................................................................................................14

References ......................................................................................................................................16

Appendix A: Statistical Addendum ..............................................................................................17

Appendix B: Miami-Dade County Public Schools Individual Charter-School versus Matched

Traditional School Comparison Group Student Achievement Results..........................................28

ii

LIST OF TABLES

Table 1: Achievement Test Administration by Grade ................................................................4

Table 2: Results of Meta-Analyses Comparing the Performance of Students in Charter

Schools with Matched Comparisons in Traditional Schools ........................................6

Table A1: Accuracy of the Matching Process for the School-Level Variables ..........................19

Table A2: Regression Analysis of the Effect of Demographic Characteristics on the

Reading/English Language Arts Posttest ..................................................................21

Table A3 Regression Analysis of the Effect of Demographic Characteristics on the

Mathematics Posttest (Grades 1-8) .............................................................................23

Table A4 Regression Analysis of the Effect of Demographic Characteristics on the

Mathematics Posttest (Grades 9-12) ...........................................................................24

iii

LIST OF FIGURES

Figure 1: Number of charter schools that operated in the district, 2001-02 to 2014-15 ..............1

Figure 2: Number of students enrolled in traditional and charter schools in the district,

2001-02 to 2014-15 ......................................................................................................2

Figure 3: Reading/English Language Arts error-bar plot of the charter schools with

names beginning in "A-L" .........................................................................................10

Figure 4: Reading/English Language Arts error-bar plot of the charter schools with

names beginning in "M-Z" ........................................................................................11

Figure 5: Mathematics error-bar plot of the charter schools with names

beginning in "A-L" ....................................................................................................12

Figure 6: Mathematics error-bar plot of the charter schools with names

beginning in "M-Z" ...................................................................................................13

Figure A1: Reading/English Language Arts pre- post- standardized regression coefficients

by grade ......................................................................................................................25

Figure A2: Mathematics pre- post- standardized regression coefficients by grade ......................26

iv

EXECUTIVE SUMMARY

An annual review of all charter schools sponsored by Miami-Dade County Public Schools (M-

DCPS) was conducted pursuant to the requirements of School Board Policy 9800 - Charter

Schools. The academic achievement of students attending the various charter schools was

compared with that of students attending traditional schools in M-DCPS.

Comparison groups of students not attending charter schools were identified for each charter

school in Reading/English Language Arts and Mathematics. The analysis took into account

students’ initial subject area knowledge and compared demographically similar students. Impact

scores for each student were produced using estimates of the fixed effects of demographics and

initial achievement on students' posttest scores, which were aggregated, and then converted into

effect sizes to allow for direct comparison across grade levels. The effect sizes in each subject area

were then summarized and the dispersion within them used to gauge the statistical significance of

difference between the between the charter schools and the traditional school comparison group.

The Reading/English Language Arts scores of Grade 1 – 10 students and the Mathematics scores

of Grade 1 – 11 students who attended the 127 charter schools that operated in the M-DCPS in

2014-15 were analyzed: Grade-level comparisons of the groups' impact scores conducted at each

grade resulted in 454 comparisons in Reading/English Language Arts at 113 schools and 569

comparisons in Mathematics at 110 schools. Meta-analyses of the results produced separate

school-level summaries for each subject area.

In Reading/English Language Arts, 57.5% of the charter schools had results that were not

significantly different from the traditional school comparison group, while 23.9% had results

that were significantly lower, and 18.6% had results that were significantly higher.

In Mathematics, 57.3% of the charter schools had results that were not significantly different

than the traditional school comparison group, while 19.1% had results that were significantly

lower, and 23.6% had results that were significantly higher.

Of the 110 charter schools with sufficient data in both subject areas to be included in the analysis,

12.7% had results that were significantly lower than the traditional school comparison group in

both subject areas. Only 8.2% of the charter schools had results that were significantly higher in

both.

Miami-Dade County Public Schools Review of Charter Schools

Office of Program Evaluation Page 1

INTRODUCTION

This report is produced to satisfy the requirements of School Board Policy 9800 - Charter Schools,

which calls for an annual review of all charter schools sponsored by Miami-Dade County Public

Schools. Each charter school is required to prepare and submit an annual report documenting their

school’s accomplishments. In addition to issues of compliance, the rule also calls for annual

assessments of the effectiveness of individual charter schools and the program as a whole.

Charter schools, which are the most popular choice option for students, receive public funding and

operate under the auspices of the public schools, but are managed privately and supply their own

facilities (Kennedy, 2007). The number of charter schools that operate within the district has

increased steadily over the years, and, in doing so, has drawn an increasingly larger share of the

district’s students. Figure 1 compares the number of charter schools that operated within the district

from 2001-02 to 2014-15.

Figure 1. Number of charter schools1 that operated in the district, 2001-02 to 2014-15

Figure 1 shows that the number of charter schools has increased seven-fold over the last fifteen

years. Figure 2 shows student enrollment at the traditional (green) and charter schools (red) that

operated within the district from 2001-02 to 2014-15.

1 Includes alternative and virtual.



Figure 2. Number of students enrolled in traditional and charter schools in the district, 2001-02 to

2014-15

Figure 2 shows that during the same time period, student enrollment at charter schools has

increased nearly ten-fold, while traditional school enrollment has decreased by nearly one-fifth.

Nearly one in six of the district's students attended charter schools during 2014-15.

METHODOLOGY

The report describes the results of academic performance analyses that were used to compare the

achievement of students attending charter schools with that of students attending traditional public

schools in M-DCPS. The results are presented in a table, which summarizes the differences in

performance between students who attend charter schools and their counterparts who attend

traditional M-DCPS schools. Individual tables for each charter school are also presented in

Appendix B.

The methodology used (a) incorporates all comparisons with a sufficient number of cases,

regardless of their significance; (b) accounts for the magnitude and sign of comparisons, rather

than tabulate positive and negative ones; (c) utilizes optimized balance matching; and (d)

incorporates geographic location.



Design

A non-equivalent control group quasi-experimental design (Campbell & Stanley, 1963) was used

to compare the performance of students who attended the charter schools with those of a

comparison group of students who attended traditional public schools. The groups are considered

to be non-equivalent because the participants were not randomly assigned to the groups, as would

be the case in a true experiment (Campbell & Stanley).

Population and Sampling

The population for this study consisted of students in Grades 1 through 11 who were enrolled in

the same school during the October 2014 and February 2015 student counts to ensure that exposure

to the educational programs in their school was sufficient to have impacted their achievement.

Comparison groups for each subject area were selected for the students who attended the charter

schools and had valid pre- and posttest scores in Reading/English Language Arts and

Mathematics. The comparison groups were defined through stratified random sampling of students

not attending charter schools by matching each charter school student to a non-charter school

student in the district, based on their pretest scores, individual-level and school-level demographic

variables, and geographic location. Student-level variables included grade, gender, ethnic group,

Free/Reduced Price Lunch status, English language learner status, special education status, and

age relative to grade status. School-level variables included the percentages of the schools’

students who were eligible for the Free/Reduced Price Lunch program, black, Hispanic, who

scored at achievement level 3-5 in Reading on the 2014 administration of the FCAT 2.0, and

geographic location in latitude and longitude.

Only students who had complete demographic data and had pre- and posttest scores at

consecutive grade levels were included in the analysis. A detailed description of the comparison-

group selection process may be found in Appendix A.

Instrumentation

The results of six different achievement measures were used in this analysis: (a) the Stanford

Achievement Test, Tenth Edition (SAT-10), (b) the Florida Comprehensive Assessment Test 2.0

(FCAT 2.0), (c) the Florida Standards Assessment (FSA), (d) the Algebra 1 End-of-Course Test,

(e) the Geometry End-of Course Test, and (f) the Algebra 2 End-of-Course Test. The measures

were administered during the years and to the grades indicated in Table 1, which separately lists

for each posttest (2015) grade, the pre and posttest for Reading/English Language Arts and

Mathematics of the students included in this analysis.

The SAT-10 is a standardized norm-referenced test designed to measure students’ performance in

comparison to a national normative sample. Students’ performance is measured in scale scores that

are equal units of achievement that vertically align across grades, are amenable to mathematical

manipulation, and specifically designed to compare individuals and groups. The SAT-10 is

administered locally to all students in grades K-2 during the spring of each school year. The FCAT

2.0, a criterion referenced test designed to measure the state’s Next Generation Sunshine State

Standards (NGSSS), was (prior to 2015) the primary accountability measure used by the state of



Florida. It was administered statewide to students in Reading/English Language Arts (Grades 3

through 10) and Mathematics (Grades 3-8) during April of 2014. Students’ performance on FCAT

2.0 is measured in scale scores (i.e., equal units of achievement amenable to mathematical

manipulation and specifically designed to compare individuals and groups) and reported in

achievement levels that range from 1 (low) to 5 (high).The FSA, a criterion referenced test

designed to measure the state’s new Florida Standards, is the primary accountability measure used

by the state of Florida. The Baseline version of the test was administered statewide to students in

English/Language Arts (Grades 3 through 10) and Mathematics (Grades 3-8) during March-April

of 2015. Standard setting, during which achievement levels and scaling parameters are determine

was conducted from the summer through the fall of 2015. Students’ performance on the FSA is

presently measured in t-scores (i.e., equal units of achievement amenable to mathematical

manipulation and specifically designed to compare individuals and groups within the same level

of the test) that range from 20 (low) to 80 (high) and will, after the standard setting process is

completed, be reported in achievement levels that range from 1 (low) to 5 (high). An achievement

level of 3 or higher will constitute the statewide standard for proficiency.

Table 1

Achievement Test Administration by Grade

Reading/English Language Arts Mathematics

Grade

(2015) Pretest (2014) Posttest (2015) Pretest (2014) Posttest (2015)

1 SAT-10 SAT-10 SAT-10 SAT-10

2 SAT-10 SAT-10 SAT-10 SAT-10

3 SAT-10 FSA/ELA SAT-10 FSA/MATH

4 FCAT2.0 FSA/ELA FCAT2.0 FSA/MATH




7a FCAT2.0 FSA/ELA FCAT2.0 Algebra 1 EOC



8b FCAT2.0 FSA/ELA FCAT2.0d Geometry EOC



9c FCAT2.0 FSA/ELA Algebra 1 EOC Algebra 2 EOC


10c FCAT2.0 FSA/ELA Algebra 1 EOC Algebra 2 EOC

11c -- -- Algebra 1 EOC Algebra 2 EOC

Note. The achievement tests listed above were administered to students during spring of the years indicated. Grades followed by

superscripts are used to identify groups of students who participated in End of Course mathematics assessments when more than

one statewide mathematics assessment was administered. All End of Course examinations administered in 2015 are Baseline

Assessments under the new Florida Standards. aAlgebra 1. bGeometry. cAlgebra 2. dThe test administered in 2013 to the grade two less than the posttest grade (2015) is used as

a pretest (Algebra 1 EOC) or covariate (FCAT 2.0) in this analysis because it is more highly correlated to the posttest than the

sequentially administered mathematics test: first (Algebra 1), second (Geometry), and third (Algebra 2).



The Algebra 1, Geometry, and Algebra 2 EOC exams are computer-based subject area tests that

measure students’ mastery of the Florida Standards in Algebra 1, Geometry, and Algebra 2

respectively or equivalent courses. The Baseline version of the EOC tests were administered

statewide in May 2015 and contain multiple choice items. Results are presently reported in t-scores

that range from 20 (low) to 80 (high). After standard setting they will also be reported in

achievement levels that range from 1 (low) to 5 (high). An achievement level of 3 or higher will

constitute the statewide standard for proficiency.

Data Analyses

Regression analyses conducted separately in Reading/English Language Arts and Mathematics at

each grade were used to estimate the "fixed effects" of each student's demographic characteristics

and baseline achievement on their posttest scores, and to create "expected scores" that represented

the posttest scores they were predicted to attain. An "impact score" equal to the difference between

each student's posttest and their expected score was then produced for each student that represent

the amount of achievement that was attained over and above what was expected.

Fixed effects for the demographic characteristics (i.e., gender, ethnicity, Free/Reduced Price

Lunch eligibility, English Language Learner status, special education status, over age for grade

status; and the socioeconomic, ethnic, and Reading proficiency distribution of the school's

students) were estimated for each grade within each subject area, based on the entire charter school

and comparison group. Fixed effects for baseline achievement as measured by the pretest were

estimated separately by grade within subject area for each individual charter school and

corresponding comparison group.

Then, the differences in the groups’ mean impact scores were converted into standardized d effect

size statistics, in order to provide measures of practical significance, and to make the differences

comparable from grade to grade. A confidence interval (CI), which indicates the range of values

within which the true value of d is expected to lie, was also estimated.

Finally, a meta-analysis, which is used to aggregate estimates from various sources, was conducted

to summarize the effect sizes across all the grades within each school. Independent sample t

statistics were also computed to indicate if the differences in the groups’ impact scores were larger

than would be expected by chance, and to enable comparison with evaluations conducted in earlier

years. An explanation and detailed description of this process is found in Appendix A.

RESULTS

Of the 127 charter schools that operated in the district during the 2014-15 school year, 124 served

at least one of the tested grades. Of the 42,528 first through tenth grade students that attended those

schools in October and February of 2014-15, the inclusion criteria of ten students per group were

met in Reading/English Language Arts by 92.2% (39,204) of the students at 113 schools. Of the

45,589 first through eleventh grade students that attended those schools in October and February

of 2014-15, the inclusion criteria were met in Mathematics by 85.0% (38,762) of the students at

110 schools.



Grade-level comparisons of the groups' impact scores conducted at each grade for each outcome

measure administered to ten or more students, in charter schools that tested as many as 11 separate

grade/test levels, resulted in 454 comparisons in Reading/English Language Arts and 569

comparisons in Mathematics. Over 73.1% of the Reading/English Language Arts comparisons and

64.1% of the Mathematics comparisons were not statistically significant, indicating that in the

majority of cases, the grade-level performance of students within the charter schools was similar

to that of the students drawn from the traditional schools. As the grade-level comparisons were not

independent, but were grouped within specific charter schools, separate meta-analyses conducted

in Reading/English Language Arts and Mathematics were used to combine the grade-level results

for each charter school into summary statistics.

Each grade-level comparison was converted to an effect size estimate for which a 95% confidence

interval (CI) was computed. The CI gives the range of values within which the true effect size is

expected to lie. Then, the results for each charter school were summarized by computing a school-

level (i.e., weighted average) effect size and CI that represented all the grade-level comparisons

within that school. The weights are based on the variability of the scores within each individual

grade-level comparison. Table 2 presents a summary of the findings and lists for each charter

school, the total number of grade-level comparisons made, the total number of students, and a

"grand" (school-level) effect-size of the group difference followed by the upper and lower limits

of its 95% CI. Detailed results for each charter school are also presented in Appendix B.

Table 2

Results of Meta-Analyses Comparing the Performance of Students Attending Charter Schools with Matched

Comparisons Attending Traditional Schools


Grand Effect Size/ Grand Effect Size/

Confidence Interval Confidence Interval

Grades/ Grades/

School (Work Location) Tests Students dlower d dupper Tests Students dlower d dupper

ACAD. ARTS & MINDS (7022) - 2 238 0.02 0.28 0.53 5 284 -0.03 0.21 0.44

ACADEMIR WEST (0410) - 5 1,050 -0.13 -0.01 0.12 5 1,050 -0.14 -0.02 0.11

ACADEMIR CHAR. MIDDLE (6082) - 3 382 0.09 0.30 0.50 4 364 0.26 0.48 0.70

ADVANCED LEARN. (1014) - 7 836 -0.01 0.13 0.27 6 824 0.05 0.19 0.33

ADVANTAGE ACAD. SANTA FE (3025) - 5 472 -0.07 0.11 0.29 5 472 -0.19 -0.01 0.18

ADVANTAGE ACAD. SO. (3032) - 3 660 -0.03 0.12 0.28 4 622 -0.27 -0.12 0.04

ADVANTAGE ACAD. SO. H.S. (7032) - 2 334 -0.12 0.10 0.31 4 368 -0.42 -0.22 -0.01

ALPHA CHAR. OF EXCELENCE (5410) - 5 378 0.50 0.71 0.92 5 378 -0.05 0.16 0.36

ARCHIMEDEAN ACAD. (0510) - 5 964 -0.24 -0.11 0.02 5 962 -0.12 0.01 0.13

ARCHIMEDEAN MIDD. CONS. (6006) - 3 626 -0.09 0.07 0.22 5 622 -0.03 0.13 0.29

ARCHIMEDEAN UPT. CONS. (7265) - 2 306 -0.22 0.00 0.23 2 110 -0.27 0.10 0.48

ASPIRA E.M. DE HOSTOS (6070) - 3 816 -0.33 -0.19 -0.06 4 814 -0.22 -0.08 0.05

ASPIRA SO. YOUTH LEAD. (6060) - 3 478 -0.09 0.09 0.27 4 466 -0.11 0.07 0.26

ASPIRA YOUTH LEAD. (6020) - 3 1,106 -0.48 -0.36 -0.24 4 1,098 -0.37 -0.25 -0.14

AVENTURA CITY EXCEL. (0950) - 8 1,716 -0.27 -0.17 -0.08 11 1,692 -0.32 -0.22 -0.12

BEN GAMLA (5022) - 8 404 -0.05 0.15 0.35 8 362 -0.11 0.09 0.28

BRIDGEPOINT ACAD. "B" (2013) - 5 448 -0.10 0.08 0.27 5 450 -0.23 -0.05 0.14

(table continues)



Table 2, continued




Grades/ Grades/


BRIDGEPOINT ACAD. (2003) - 7 614 -0.18 -0.02 0.14 7 616 -0.27 -0.11 0.05

BRIDGEPOINT ACAD. (5020) - 6 218 -0.43 -0.15 0.13 5 204 -0.40 -0.12 0.16

BRIDGEPOINT ACAD. VA. GDNS. (3034) - 5 276 -0.64 -0.40 -0.16 5 276 -0.55 -0.31 -0.07

CHAR. H.S. OF AMERICAS (7080) - 2 136 -0.32 0.02 0.36 3 100 -0.40 0.01 0.41

CITY OF HIALEAH EDU. ACAD. (7262) - 5 772 -0.13 0.01 0.15 10 872 0.02 0.15 0.29

CORAL REEF MONT. ACAD. (0070) - 8 676 -0.05 0.10 0.25 8 632 -0.22 -0.06 0.09

DOCTOR'S CHARTER (6040) - 5 842 -0.03 0.11 0.24 9 896 0.18 0.32 0.45

DORAL ACAD. (3030) - 5 1,932 -0.16 -0.07 0.02 5 1,928 -0.08 0.00 0.09

DORAL ACAD. H.S. (7020) - 2 1,616 -0.31 -0.21 -0.11 6 1,768 0.16 0.25 0.35

DORAL ACAD. MID. (6030) - 3 2,328 -0.14 -0.06 0.02 6 2,314 -0.13 -0.05 0.03

DORAL ACAD. OF TECH. (3029) - 3 362 -0.14 0.06 0.27 5 318 0.03 0.26 0.48

DORAL PERF. ARTS & ENT. (7009) - 2 296 -0.64 -0.41 -0.18 6 348 -0.12 0.08 0.29

DOWNTOWN MIAMI (3600) - 6 984 0.10 0.22 0.35 6 982 0.00 0.13 0.26

EVERGLADES PREP (7060) - 2 498 -0.31 -0.13 0.04 6 526 0.07 0.24 0.41

EXCELSIOR ACAD. (5032) - 9 402 -0.20 0.00 0.19 8 362 -0.37 -0.16 0.05

EXCELSIOR LANG. ACAD. HIA. (5029) - 8 360 -0.10 0.11 0.32 8 358 -0.10 0.12 0.33

FLA. INT'L ACAD. (6010) - 3 548 -0.26 -0.09 0.08 5 534 0.13 0.31 0.48

FRANKLIN ACAD. B. (5044) - 8 684 -0.06 0.09 0.24 9 682 -0.11 0.04 0.20

GIBSON (2060) - 8 370 0.08 0.28 0.49 9 362 -0.20 0.01 0.21

IMAGINE SCHOOL AT DADE (5006) - 3 958 -0.04 0.09 0.21 5 928 0.06 0.19 0.32

IMATER ACAD. (5384) - 5 784 -0.16 -0.02 0.12 5 786 -0.28 -0.14 0.00

IMATER ACAD. MIDD. (6014) - 3 1,412 0.01 0.11 0.22 4 1,398 0.15 0.25 0.36

IMATER PREP ACAD. H.S. (7090) - 2 580 -0.04 0.13 0.29 4 550 0.08 0.25 0.42

INT'L STUD. CHAR. (6045) - 3 520 0.01 0.18 0.36 5 506 -0.25 -0.07 0.11

INT'L STUD. CHAR. H.S. (7007) - 2 332 -0.33 -0.12 0.10 5 322 -0.21 0.01 0.23

ITECH @THOMAS A. EDISON EDU. (7005) - 1 182 0.03 0.32 0.61 2 176 -0.19 0.11 0.41

JUST ARTS & MGT. (6083) - 1 190 -0.19 0.10 0.38 1 190 0.35 0.64 0.93

KEYS GATE H.S. (7050) - 2 1,076 -0.19 -0.07 0.05 6 1,282 0.18 0.29 0.40

KEYS GATE (3610) - 8 3,670 -0.11 -0.05 0.02 11 3,634 -0.15 -0.09 -0.02

LIFE SKILLS CNTR NW. MIA. (7066) - 2 200 -0.71 -0.43 -0.15 4 230 -0.44 -0.18 0.07

LIFE SKILLS CNTR. MIA. (7015) - 1 24 -1.75 -0.91 -0.06 -- -- -- -- --

LINCOLN MARTI LEI. CIT. (5043) - 6 426 0.16 0.36 0.55 5 416 -0.10 0.09 0.29

LINCOLN-MARTI LIT. HAV. (5025) - 8 1,034 -0.52 -0.40 -0.27 8 1,034 -0.44 -0.32 -0.20

LINCOLN-MARTI HIA. (5007) - 8 528 0.12 0.29 0.47 9 508 0.38 0.56 0.74

MATER ACAD. (0100) - 5 1,464 -0.27 -0.17 -0.07 5 1,462 -0.30 -0.19 -0.09

MATER ACAD. AT MT. SINAI (5054) - 5 176 -0.24 0.08 0.39 4 158 -0.79 -0.48 -0.16

MATER ACAD. EA. (3100) - 5 918 -0.24 -0.11 0.02 5 918 -0.03 0.10 0.23

MATER ACAD. EA. H.S. (7037) - 2 388 -0.39 -0.19 0.00 3 264 -0.39 -0.14 0.10

MATER ACAD. H.S. (7160) - 2 1,758 -0.29 -0.20 -0.11 4 1,628 -0.09 0.00 0.10

MATER ACAD. H.S. INT'L STUD. (7024) - 1 40 -0.25 0.37 1.00 1 32 -0.20 0.50 1.21

MATER ACAD. INT'L. STUD. . (1017) - 5 862 -0.31 -0.18 -0.04 5 860 -0.22 -0.08 0.05

MATER ACAD. LKS. MID. (6033) - 3 1,572 -0.16 -0.06 0.03 5 1,562 -0.21 -0.11 -0.01

MATER ACAD. MID. (6012) - 3 2,574 -0.08 0.00 0.08 5 2,566 -0.04 0.04 0.12

MATER ACAD. MID. INT'L STUD. (6047) - 4 364 0.30 0.51 0.72 5 364 0.35 0.56 0.78

MATER ACAD.LKS. H.S. (7018) - 2 1,210 -0.20 -0.08 0.03 6 1,348 -0.11 0.00 0.10

MATER EA. ACAD. MID. (6009) - 3 632 -0.22 -0.07 0.09 5 616 -0.16 0.00 0.16

MATER GDNS. ACAD. (0312) - 5 944 -0.38 -0.26 -0.13 5 944 -0.13 0.00 0.12

MATER GDNS. ACAD. MID. (6042) - 3 426 -0.46 -0.27 -0.08 5 426 0.11 0.30 0.49

MATER GROVE ACAD. (5045) - 8 316 -0.09 0.13 0.35 8 298 -0.38 -0.15 0.08

MATER PERF. ARTS & ENT. (7014) - 2 340 -0.50 -0.28 -0.07 4 220 -0.42 -0.15 0.11

(table continues)



Table 2, continued

Reading/English Arts Mathematics



Grades/ Grades/


MATER PREP ACAD. H.S. (7025) - 1 50 -0.41 0.15 0.71 1 48 -0.26 0.31 0.88

MATER PREP. ACAD (5046) - 8 284 -0.16 0.07 0.31 8 276 0.05 0.29 0.53

MATER VILL. ACAD. (5047) - 8 836 -0.02 0.12 0.25 8 832 0.07 0.21 0.34

MAVERICKS H.S. NO. (7062) - 2 46 -0.42 0.22 0.86 -- 10 -1.27 -0.38 0.50

MAVERICKS H.S. SO. (7065) - 2 78 -0.62 -0.14 0.34 -- -- -- -- --

MIAMI ARTS (7059) - 5 1,788 -0.27 -0.18 -0.09 11 1,738 -0.06 0.03 0.13

MIAMI CHILDREN'S (4000) - 5 480 -0.20 -0.02 0.16 5 478 -0.36 -0.18 0.00

MIAMI COMMUNITY (0102) - 5 830 0.01 0.15 0.29 5 830 0.08 0.22 0.36

MIAMI COMMUNITY H.S. (7058) - 2 282 0.18 0.41 0.65 3 248 -0.15 0.10 0.35

MIAMI COMMUNITY MID. (6048) - 3 530 -0.24 -0.06 0.11 5 522 -0.44 -0.27 -0.10

OXFORD ACAD. OF MIAMI (5010) - 8 182 -0.36 -0.01 0.35 4 124 -0.51 -0.15 0.21

PINECREST ACAD. (6022) - 3 1,002 -0.33 -0.20 -0.08 6 994 -0.39 -0.27 -0.14

PINECREST ACAD. SO. (0342) - 5 1,128 -0.19 -0.07 0.05 5 1,128 -0.23 -0.12 0.00

PINECREST ACAD. SPR. (5048) - 5 694 -0.59 -0.44 -0.29 5 690 -0.38 -0.23 -0.08

PINECREST COVE ACAD. (5049) - 8 1,308 -0.28 -0.17 -0.07 9 1,308 -0.31 -0.20 -0.10

PINECREST PREP. ACAD. (0600) - 5 1,016 -0.32 -0.20 -0.07 5 1,020 -0.50 -0.38 -0.25

PINECREST PREP. ACAD. (7053) - 2 508 -0.12 0.05 0.23 6 618 -0.28 -0.12 0.03

PINECREST SPR. ACAD. (6003) - 1 44 -0.04 0.56 1.16 1 44 1.07 1.77 2.48

RAMZ ACAD. MIA. (3035) - 5 268 0.06 0.30 0.54 5 268 -0.21 0.03 0.28

RENAISSANCE ELEM. (0400) - 5 1,410 -0.21 -0.11 -0.00 5 1,408 -0.25 -0.14 -0.04

RENAISSANCE MID. (6028) - 3 784 -0.18 -0.04 0.10 4 784 -0.19 -0.05 0.09

RICHARD ALLEN LEAD. ACAD. (2006) - 5 62 -1.57 -0.67 0.24 -- -- -- -- --

SOMERSET ACAD BAY MIDD. (6128) - 2 78 0.16 0.62 1.08 2 76 -0.60 -0.14 0.31

SOMERSET ACAD PREP. H.S. (7034) - 2 112 -0.51 -0.14 0.23 4 100 -0.20 0.16 0.52

SOMERSET ACAD. H.S. (7038) - 2 60 -0.28 0.23 0.74 1 24 -0.21 0.61 1.43

SOMERSET ACAD. (0339) - 5 702 -0.31 -0.16 -0.01 5 702 -0.09 0.06 0.21

SOMERSET ACAD. (0520) - 5 940 -0.35 -0.23 -0.10 5 940 -0.28 -0.15 -0.02

SOMERSET ACAD. BAY (5062) - 5 358 -0.61 -0.40 -0.19 5 358 -0.56 -0.35 -0.14

SOMERSET ACAD. ELEM. (2007) - 5 774 -0.23 -0.09 0.06 5 774 -0.10 0.04 0.18

SOMERSET ACAD. H.S. (7042) - 2 348 -0.13 0.08 0.29 4 422 0.00 0.19 0.38

SOMERSET ACAD. MIA. (6004) - 3 388 0.02 0.22 0.42 4 344 -0.38 -0.16 0.05

SOMERSET ACAD. MID. (6013) - 3 388 -0.18 0.02 0.22 5 388 -0.03 0.17 0.37

SOMERSET ACAD. MID. (6053) - 3 290 -0.57 -0.34 -0.11 3 290 -0.44 -0.21 0.02

SOMERSET ACAD. MID. COU. (6043) - 1 68 0.60 1.11 1.62 1 68 0.77 1.29 1.82

SOMERSET ACAD. SIL. LAK. (0332) - 6 1,178 0.03 0.15 0.26 9 1,176 -0.07 0.05 0.16

SOMERSET ARTS ACAD. (2012) - 5 556 -0.01 0.15 0.32 5 558 -0.25 -0.08 0.08

SOMERSET GRACE ACAD. (5008) - 6 548 -0.23 -0.05 0.12 5 540 -0.35 -0.18 -0.01

SOMERSET OAKS ACAD. (3033) - 6 304 0.21 0.44 0.67 5 294 0.21 0.45 0.68

SOMERSET PREP. ACAD. (4012) - 5 996 -0.28 -0.16 -0.03 5 996 -0.29 -0.17 -0.04

SPORTS LEAD. & MGMT MIDD. (6015) - 3 1,038 -0.36 -0.24 -0.11 5 922 -0.32 -0.19 -0.06

SPORTS LEAD.MIA. (7016) - 2 438 -0.12 0.07 0.25 2 154 -0.25 0.07 0.38

SUMMERVILLE ADVANT. ACAD. (0072) - 5 836 -0.09 0.05 0.19 5 836 0.23 0.37 0.51

THE SEED SCHOOL OF MIAMI (6018) - 1 96 0.27 0.68 1.09 1 96 -0.36 0.04 0.44

WATERSTONE (1010) - 5 1,798 0.01 0.11 0.20 5 1,792 0.05 0.14 0.23

YOUTH CO-OP (1020) - 8 1,246 -0.18 -0.07 0.04 10 1,204 -0.34 -0.22 -0.11

YOUTH CO-OP PREP. (7070) - 2 202 -0.38 -0.10 0.18 4 270 0.16 0.40 0.65

Note. The confidence interval for each school gives the variability in the true value of the effect size due to changes in the sign and magnitude of the by grade comparisons

within that school. Light shading (green) represents performance that is significantly higher than that of the comparison group, dark shading (red) represents performance

that is significantly lower than that of the comparison group. Unshaded cells represent performance that is not significantly different than that of the comparison group.



The signs of each CI’s upper and lower limits indicate how the charter school’s performance

compared with that of the traditional school comparison group in a given subject area. CIs that do

not cross zero have upper and lower limits with the same sign. If both signs are positive (light

shaded green), the charter school’s performance exceeds that of the comparison group. If both

signs are negative (dark shaded red), the charter school's performance trails the comparison group.

Signs that differ indicate that the charter school’s performance does not significantly differ from

that of the comparison group.

For example, in Reading/English Language Arts, Academy of Arts & Minds has a lower CI limit

(d lower = 0.02) and an upper CI limit (d upper = 0.53) that are both positive; therefore, its mean impact

score exceeds the comparison group's. In contrast, in Mathematics, Academy of Arts & Minds has

a lower CI limit that is negative (d lower = -0.03) and an upper CI limit that is positive (d upper =

0.44); therefore, its CI passes through zero and its mean impact score does not significantly differ

from the comparison group's. Finally, in Mathematics, Advantage Academy So. H.S., has a lower

CI limit (d lower = -0.42) and an upper CI limit (d upper = -0.01) that are both negative; therefore, its

mean impact score trails the comparison group's.

The results in the table are also depicted graphically in Figures 3 and 4 for Reading/English

Language Arts and Figures 5 and 6 for Mathematics in the form of error-bar plots, in which the

effect size estimates and CIs of the estimates are displayed on the vertical (y) axis for each school,

which appears as a separate point on the horizontal (x) axis. These types of plots are ideal for

portraying the results for each school as well as providing a holistic view of the charter schools’

performance.

Also shown in the figures are blue confidence intervals (CIs), which give the variability of the

each charter school’s performance and the statistical significance of the extent to which that

performance differs from that of the comparison group. A school with a CI passing through the

horizontal axis (zero difference) indicates there is no significant difference in the performance of

the charter school and the comparison group in the content area pictured. A CI completely above

the horizontal axis indicates that the performance of the charter school was significantly higher

than that of the comparison group. A CI completely below the horizontal axis indicates that the

performance of the charter school was significantly lower than that of the comparison group. A

wide CI band represents a high degree of variability and indicates that the impact scores of the

charter school’s students’ differ widely either between or within the grades. A narrow band

represents a low degree of variability and indicates that the impact scores of the charter school’s

students are highly consistent both between and the within grades.

Figure 3. Reading/English Language Arts error bar plot of the charter schools with names beginning in "A-L": Each square marker and spanning bar gives the results of a

comparison between the mean impact scores of students who attended each listed charter school with that of matched comparisons who attended traditional schools (n=51).

Figure 4. Reading/English Language Arts error bar plot of the charter schools with names beginning in "M-Z": Each square marker and spanning bar gives the results of a

comparison between the mean impact scores of students who attended each listed charter school with that of matched comparisons who attended tradtional school (n=62).

Figure 5. Mathematics error bar plot of the charter schools with names beginning in "A-L": Each square marker and spanning bar gives the results of a comparison between the mean

impact scores of students who attended each listed charter school with that of matched comparisons who attended traditional schools (n=50).

Figure 5. Mathematics error bar plot of the charter schools with names beginning in "M-Z": Each square marker and spanning bar gives the results of a comparison between the mean

impact scores of students who attended each listed charter school with that of matched comparisons who attended traditional schools (n=60).



A summary of the charter schools' overall performance is provided through an examination of the

grand effect sizes and confidence intervals of the individual charter schools in each subject area.

In Reading/English Language Arts, 57.5% of the charter schools had results that were not

significantly different from the traditional school comparison group, while 23.9% had results

that were significantly lower, and 18.6% had results that were significantly higher.

In Mathematics, 57.3% of the charter schools had results that were not significantly different

than the traditional school comparison group, while 19.1% had results that were significantly

lower, and 23.6% had results that were significantly higher.

Of the 110 charter schools with complete data, 12.7% had results that were significantly lower

than the traditional school comparison group in both subject areas. Only 8.2% of those schools had

results that were significantly higher in both.

DISCUSSION

The number of charter schools that operate within the District and the number of students who

attend them has increased steadily over the years. An annual review of all charter schools

sponsored by the district was conducted pursuant to the requirements of School Board Policy 9800

- Charter Schools. The academic achievement of students attending the various charter schools

was compared with that of students attending traditional schools in M-DCPS.

Comparison groups of students not attending charter schools were identified for each charter

school in Reading/English Language Arts and Mathematics by matching each charter school

student to all non-charter school students in the district based on their pretest scores, student-level

and school-level demographic variables, and geographic location. The analysis took into account

students’ initial subject area knowledge and compared demographically similar students.

The Reading/English Language Arts scores of 92.2% of the students in Grades 1-10, and the

Mathematics scores of 85.0% of the students in Grades 1 through 11 were analyzed. Grade-level

comparisons of the groups' impact scores conducted at each grade for each outcome measure

administered to ten or more students, in charter schools that tested as many as eleven separate

grade/test levels, resulted in 454 comparisons in Reading/English Language Arts at 113 schools

and 569 comparisons in Mathematics at 110 schools.

The results of the comparisons were converted to effect sizes and summarized through meta-

analyses conducted separately in Reading/English Language Arts and Mathematics. The findings

indicated that more than half of the charter schools performed no differently from the comparison

group in a given subject area.

Most charter schools did not produce significantly different achievement outcomes than the

traditional school comparison group in either Reading/English Language Arts or Mathematics.

Where significant differences were found, those in Reading/English Language Arts slightly

favored the traditional school comparison group, while those in Mathematics slightly favored the

charter schools.



Conclusion

Although charter schools have been promoted as an alternative to traditional schools able to

produce higher achievement because they are subject to fewer of the bureaucratic constraints

(Kennedy, 2007; May, 2006), claimed by political scientists (e.g., Chubb & Moe, 1990) to depress

achievement, this evaluation did not support the notion that charter schools perform better than

traditional schools. Despite decreased bureaucratic restrictions and parents who have exercised

school choice and thus may be more involved, most charter schools do not produce superior student

achievement outcomes than traditional schools.



REFERENCES

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research. In N. L. Gage (Ed.), Handbook of research on teaching. Boston: Rand

McNally.

Chubb, J.E, and Moe, T.M. (1990). Politics, Markets, and America’s Schools. Washington:

Brookings.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence

Erlbaum & Associates.

Cortina, J.M., and Nouri, H. (2000). Effect size for ANOVA designs. Thousand Oaks, CA: Sage.

Kennedy, M. (2007). Public choices. American School & University, 79 (9), 18-24, Retrieved

April 3, 2009, from http://vnweb.hwwilsonweb.com.ezproxy.fiu.edu/

May, J.J. (2006). The charter-school allure: Can traditional schools measure up? Education and

Urban society, 39 (1), 19-46, Retrieved April 3, 2009, from

http://eus.sagepub.com.ezproxy.fiu.edu

R Development Core Team (2013). R: A language and environment for statistical computing. R

Foundation for Statistical Computing, Vienna, Austria: ISBN 3-900051-07-0. Retrieved,

May, 2 2013, from http://cran.cnr.berkeley.edu/bin/windows/base/R-3.0.0-win.exe

Mebane, W., & Sekhon, J.S. (2011) Generic optimization using derivatives: The Rgenoud

package for R. Journal of Statistical Software, 42(11), 1-26. Retrieved, July 14, 2009,

from http://sekhon.berkeley.edu/papers/MatchingJSS.pdf

Sekhon, J.S. (2011) Multivariate, and Propensity Score Matching Software with Automated

Balance Optimization: The Matching Package for R. Journal of Statistical Software,

42(7), 1-52. Retrieved, July 14, 2009, from

http://sekhon.berkeley.edu/papers/MatchingJSS.pdf

Tuckman, B.W. (1999). Conducting educational research. Belmont, CA: Wadsworth

Group/Thompson Learning.

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Appendix A

Statistical Addendum

The following description of the methodology used to match the charter and comparison groups

and an analysis of the data that resulted is presented as an addendum to the methodology section

of this review.

Matching

Separate comparison groups for Reading/English Language Arts and Mathematics were created

by matching without replacement to each charter school student on baseline achievement, seven

student-level variables (i.e., female, black, Free/Reduced Price Lunch eligibility, over age for

grade status, and status as an English language learner, and Student with Disability or gifted), four

school-level variables based on all students (i.e., percent Black, eligible for Free/Reduced Price

Lunch, proficient in Reading, and White/Other), school location (i.e., latitude and longitude), and

an index of comparability produced from those variables.

The index of comparability used in the matching process was the natural logarithm of the expected

probability that a given student attended a charter school minus the natural logarithm of the

expected probability that the same student attended a traditional school. The index was estimated

using separate logistic regression procedures conducted at each grade, based on students'

individual demographic characteristics and baseline achievement, and their school's demographic

characteristics and geographic location.

Matching was conducted using Multivariate and Propensity Score Matching Software with

Automated Balance Optimization (Mebane & Sekhon, 2011; Sekhon, 2011) in R version 3.0.0 (R

Development Core Team, 2013), and yielded a balanced group of matched students for each

charter school, thereby overcoming one of the major limitations of matching charter schools to

traditional public schools, which often have different sized enrollments. Independent sample t-

tests within each grade level across schools were not statistically significant when conducted on

the individual-level variables, but were statistically significant when conducted on three of the four

the school-level variables (i.e., Black, Free/Reduced Price Lunch, Reading Proficiency, and

White/Other) at some grades.

The results of the latter comparisons are presented in Table A1, which lists for each grade and

outcome when multiple mathematics tests were administered, the number of school pairs, the t-

test results, and corresponding effect sizes for each of the school level matching variables, and

statistics describing the distance between the school pairs, with separate sub- tables for

Reading/English Language Arts and Mathematics.

Table A1

Accuracy of the Matching Process for the School Level Variables

School

Pairs

Free/Reduced Price Lunch Reading Proficiency White/Other Distance

Grade t d t d t d M SD

Reading/English Language Arts Sample

1 474 -3.54 *** -0.16 3.83 *** 0.18 -1.52 -0.07 4.46 3.07

2 540 -4.19 *** -0.18 3.93 *** 0.17 -1.52 -0.07 4.72 3.20

3 478 -3.58 *** -0.16 3.83 *** 0.18 -1.36 -0.06 4.62 3.16

4 413 -3.47 *** -0.17 3.36 *** 0.17 -1.15 -0.06 4.67 3.14

5 388 -3.27 ** -0.17 3.54 *** 0.18 -0.87 -0.04 4.65 3.16

6 370 -2.17 * -0.11 2.15 * 0.11 0.78 0.04 4.60 3.50

7 355 -2.40 * -0.13 2.18 * 0.12 1.30 0.07 4.64 3.56

8 312 -2.42 * -0.14 1.92 0.11 1.31 0.07 4.66 3.68

9 125 -0.48 -0.04 2.52 * 0.23 -0.68 -0.06 3.58 2.76

10 135 -0.90 -0.08 2.50 * 0.22 -1.16 -0.10 3.38 2.74

Mathematics Sample

1 458 -9.93 *** -0.46 11.09 *** 0.52 -4.32 *** -0.20 4.42 3.09

2 513 -11.35 *** -0.50 10.84 *** 0.48 -4.48 *** -0.20 4.65 3.15

3 506 -10.31 *** -0.46 10.92 *** 0.49 -4.08 *** -0.18 4.67 3.18

4 435 -9.75 *** -0.47 9.41 *** 0.45 -3.49 *** -0.17 4.68 3.14

5 409 -9.59 *** -0.47 10.31 *** 0.51 -2.46 * -0.12 4.73 3.20

6 401 -7.56 *** -0.38 9.22 *** 0.46 1.48 0.07 4.77 3.54

7 398 -6.12 *** -0.31 8.60 *** 0.43 0.16 0.01 4.98 3.74

7a 111 -4.24 *** -0.40 2.61 ** 0.25 4.43 *** 0.42 5.78 4.30

8 301 -6.80 *** -0.39 8.26 *** 0.48 2.92 ** 0.17 5.26 4.46

8a 301 -3.62 *** -0.21 5.30 *** 0.31 0.67 0.04 5.45 3.85

8b 99 -4.47 *** -0.45 3.20 ** 0.32 4.39 *** 0.44 6.11 4.68

9a 124 -3.36 *** -0.30 10.15 *** 0.92 -3.01 ** -0.27 4.67 4.29

9b 107 -0.59 -0.06 8.70 *** 0.84 -1.87 -0.18 3.46 2.78

9c 51 -1.44 -0.20 2.98 ** 0.42 -0.20 -0.03 4.52 3.28

10b 94 -5.11 *** -0.53 7.61 *** 0.79 -2.96 ** -0.31 3.94 3.79

10c 69 -3.22 ** -0.39 6.08 *** 0.74 -3.36 *** -0.41 4.55 3.15

11c 120 -4.15 *** -0.38 7.37 *** 0.68 -3.14 ** -0.29 4.17 3.55

Note. Demographic and achievement variables are in percentage units, while distance is in miles. The degrees of freedom used in determining significance levels are two less than twice the number of school pairs. Cohen (1988) has classified practical significance of the effect size d as .20

(weak), .50 (moderate), and .80 (strong). Grades followed by superscripts are used to indicate groups of students who participated in End of

Course mathematics assessments when more than one statewide mathematics assessment was administered. aAlgebra 1. bGeometry. cAlgebra 2.

* p < .05. ** p < .01. *** p < .001.

The table shows the magnitude of the effect sizes of the differences between the matching variables

in Reading/English Language Arts to be weak. In Mathematics the magnitude of the effect sizes

of the differences was also weak except for Reading proficiency, which was weak to moderate

(grades 1-8) and moderate to strong (grades 9-11). The average distance in miles to the schools

from which the matches were drawn to range between 4.38 (grade 10 Reading/English Language

Arts) and 6.11 (grade 8 Geometry).

Fixed Effects Estimates

Regression analyses conducted separately in Reading/English Language Arts and Mathematics at

each grade were used to estimate the "fixed effects" of each student's demographic characteristics

and baseline achievement on their posttest scores and to create "expected scores," that represented

the posttest scores they were predicted to attain. An "impact score" equal to the difference between

each student's posttest and their expected score was then produced for each student that represents

the amount of achievement they attained over and above what was expected.

Demographic Factors

Fixed effects for the demographic characteristics (i.e., gender, ethnicity, Free/Reduced Price

Lunch eligibility, English Language Learner status, special education participation, over age for

grade status; and the socioeconomic, ethnic, and Reading proficiency distribution of the school's

students) were estimated for each grade and outcome within each subject area, based on the entire

charter school and comparison group. Fixed effects for baseline achievement were estimated

separately for each grade and outcome within each subject area for each individual charter school

and corresponding comparison group.

The predictor weights that result give the influence of the predictors on the outcome of a one unit

change in the predictor. Categorical predictors were coded “1” to indicate membership in the listed

group or “0” otherwise. Predictors defined at the student-level included gender, ethnic group,

Free/Reduced Price Lunch eligibility, English language learner status, special education status

(i.e., Student with Disability or gifted), and over age relative to grade status. The predictors defined

at the school-level included the percentages of students who were eligible for the Free/Reduced

Price Lunch program, who were classified as black, or Hispanic, and who were proficient in

Reading/English Language Arts.

Table A2-A4 present the results of the regression analyses for Reading/English Language Arts and

Mathematics. The tables list for each effect the unstandardized and standardized predictor weights

for each posttest grade for the student and school level predictors. All student-level predictors are

dichotomous and all school level variables are continuous and expressed as deviations from their

sample mean values.

The intercept gives the value assumed by the posttest when all dichotomous predictors are zero

and all continuous predictors are their sample mean values. The unstandardized B coefficient for

each predictor varies with the unit of measurement is not directly comparable, and gives the impact

of a one-point change in that predictor on the posttest when both the predictor and the posttest are

in original units. As such, dichotomously coded predictor weights give the difference in the

posttest between the listed group coded “1” and the reference group coded “0.”

The standardized β coefficient for each predictor is scale invariant, directly comparable, and gives

the impact of a one-point change in that predictor on the posttest when both the predictor and the

posttest are in standard deviation units. The model R2 for each grade listed at the bottom of each

table is an effect size that classifies the proportion of variation in the posttest explained by the

predictors in the model. The practical significance R2, derived from f2 (Cohen, 1988), is .02 (weak),

.13 (moderate), and .26 (strong).

Table A2

Regression Analysis of the Effect of Demographic Characteristics on the Reading/English Language Arts Posttest

Post Grade (2015)

1 2 3 4 5 6 7 8 9 10

Predictor B β B β B β B β B β B β B β B β B β B β

Intercept 588.49 627.42 54.33 54.33 53.92 53.22 53.99 53.06 54.80 54.75

Student

Ethnicity

Black -- -- -10.73 -0.07 -3.09 -0.09 -2.74 -0.08 -3.17 -0.09 -2.84 -0.10 -2.62 -0.09 -3.35 -0.12 -1.94 -0.06 -3.45 -0.10

White/Other 4.69 0.03 -- -- -- -- -- -- -- -- -- -- -- -- -- -- 0.88 0.02 0.80 0.02

English Language Learner

Current -10.16 -0.10 -18.03 -0.20 -6.84 -0.26 -6.33 -0.24 -6.88 -0.27 -8.57 -0.32 -9.02 -0.32 -9.09 -0.27 -10.31 -0.31 -10.91 -0.31

Former 42.00 0.08 18.94 0.15 1.38 0.07 -1.15 -0.05 -- -- -- -- -1.17 -0.03 -0.95 -0.02 -1.68 -0.03 -1.77 -0.03

Female 6.35 0.06 4.11 0.05 0.70 0.04 1.21 0.07 1.63 0.09 1.40 0.07 0.81 0.04 1.87 0.10 1.10 0.06 0.91 0.05

Free/Reduced Price Lunch -10.55 -0.10 -9.73 -0.11 -1.83 -0.10 -1.82 -0.10 -1.95 -0.11 -1.28 -0.06 -1.56 -0.07 -0.89 -0.04 -1.21 -0.06 -1.26 -0.06

Special Education

Gifted 27.62 0.08 32.04 0.18 7.12 0.22 7.28 0.25 7.60 0.26 6.13 0.21 7.24 0.25 7.13 0.25 6.90 0.24 6.99 0.21

Disabled -35.62 -0.12 -19.32 -0.07 -4.98 -0.09 -4.64 -0.09 -4.03 -0.09 -5.12 -0.11 -4.32 -0.10 -5.00 -0.11 -4.82 -0.11 -5.34 -0.12

Over age for grade -16.21 -0.05 -18.16 -0.08 -2.88 -0.07 -3.29 -0.09 -3.37 -0.10 -3.34 -0.11 -3.12 -0.10 -3.87 -0.14 -4.43 -0.16 -3.55 -0.14

School

Ethnicity

Black 0.13 0.03 -- -- -0.04 -0.05 -- -- -- -- -0.02 -0.06 -- -- -- -- -0.02 -0.04 -0.03 -0.04

White/Other -0.53 -0.11 -0.18 -0.05 -0.03 -0.04 -0.03 -0.04 -0.03 -0.04 -- -- -- -- -- -- -0.06 -0.05 -- --

Free/Reduced Price Lunch -0.20 -0.10 -- -- -- -- 0.02 0.05 0.02 0.05 -- -- -- -- -- -- -- -- 0.03 0.05

Reading Proficiency 0.72 0.23 0.52 0.20 0.11 0.19 0.14 0.25 0.15 0.25 0.13 0.23 0.15 0.25 0.14 0.24 0.15 0.27 0.15 0.28

N 7,736 7,950 7,764 6,748 6,510 9,674 9,548 9,388 6,884 6,206

R2 .17 .24 .30 .32 .35 .41 .42 .39 .40 .41

Note. The intercept is the value of the posttest when all the predictors are zero and the B (β) coefficient for each predictor is the impact of a one-point change in that predictor on the posttest when both the predictor and the

posttest are in original (standard deviation) units. The practical significance of R2, the proportion of variance in the posttest explained by the model, derived from f2 (Cohen, 1988), is .02 (weak), .13 (moderate), and .26

(strong). All student-level predictors are dichotomous and all school-level predictors are in percentage units expressed as deviations from their sample mean values. Cells displayed as dashes represent predictors that were not

entered into the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .05).

For example, the effects of the predictors on Grade 4 students' Reading/English Language Arts

posttest scores can be found by reading down the eighth column of Table A2. At the student level,

black students are predicted to score 2.74 t-score points lower than the Hispanic student reference

group. Current English language learners are predicted to score 6.33 t-score points lower than non-

English language learners, while former English language learners are predicted to score 1.15 t-

score points lower, and female students are predicted to score 1.21 t-score points higher than male

students.

Moreover, students who are eligible for Free/Reduced Price Lunch are predicted to score 1.82 t-

score points lower than their non-eligible peers, and students classified as gifted are predicted to

score 7.28 t-score points higher than students not receiving special education services, while

disabled students are predicted to score 4.64 t-score points lower than students not receiving those

services. Finally, students who are over age for grade are predicted to score 3.29 t-score points

lower than students who are not.

At the school level, each one point increase above the sample mean in the percentage black

students at the school predicts a 0.03 t-score point decrease in the students' posttest scores, while

each one point increase above the sample mean in the percentage of white/other students predicts

a 0.02 t-score point increase. Moreover, each one point increase above the sample mean in the

percentage of the school's students who are eligible for free/reduced price lunch 0.02 points

decrease in the students' posttest scores, while each one point increase above the sample mean in

the percentage of the school’s students who are proficient in Reading predicts a 0.14 point increase

in the students’ posttest scores.

These relationships tend to be consistent across the grades with regard to sign but differ in

magnitude. This is because the scales of the different tests and or the variability within each grade

may differ. Therefore, it is necessary to examine the standardized coefficients to assess the relative

influence of the predictors. These coefficients have zero mean, unit standard deviation, and are

comparable to one another at the ratio level, both within and across grades, regardless of

instrument.

An examination of the standardized coefficients shows that the predictors have different influence

on the outcome as seen by looking down a given column with English language learner status and

gifted classification having similar but opposite influences and over age for grade, and disabled

classification having smaller but consistently negative effect. Looking across the rows one sees

that the influence of any given predictor tends to be quite similar across the grades, although the

effect of being over age for grade tends to worsen as students advance through the grades. Finally,

the model R2 which quantifies the proportion of variation in the posttest explained by the predictors

was found to be moderate at Grades 1 and 2 and strong at Grades 3 through 10. The effects of the

predictors on students' Mathematics posttest scores can be gleaned by examining the rows and

columns of Tables A3-A4.

Table A3

Regression Analysis of the Effect of Demographic Characteristics on the Mathematics Posttest (Grades 1-8)

1 2 3 4 5 6 7 7a 8 8a 8b

Predictor B β B β B β B β B β B β B β B β B β B β B β

Intercept 539.90 540.22 42.95 32.89 29.08 29.52 37.69 31.68 39.64 38.55 42.70

Student

Ethnicity

Black -11.94 -0.07 -13.78 -0.08 -2.90 -0.08 -3.05 -0.08 -3.35 -0.09 -2.05 -0.07 -3.23 -0.12 -- -- -2.88 -0.11 -2.03 -0.06 -4.60 -0.15

White/Other -- -- -- -- -- -- -- -- -- -- 1.11 0.03 1.12 0.03 1.66 0.07 -- -- -- -- -- --


Current -6.89 -0.08 -12.85 -0.14 -6.08 -0.22 -5.42 -0.19 -5.70 -0.21 -5.71 -0.21 -6.12 -0.23 -- -- -3.53 -0.12 -1.54 -0.04 -- --

Former 44.71 0.09 16.81 0.13 1.26 0.06 -0.58 -0.02 -- -- -- -- -- -- -- -- -- -- 3.10 0.05 5.10 0.09

Female -2.12 -0.02 -5.68 -0.07 -1.53 -0.08 -1.40 -0.07 -0.92 -0.05 -- -- -1.67 -0.09 -- -- -1.29 -0.06 -- -- -- --

Free/Reduced Price Lunch -8.80 -0.10 -8.38 -0.10 -1.85 -0.09 -2.11 -0.11 -1.84 -0.10 -1.62 -0.07 -1.99 -0.09 -1.57 -0.09 -- -- -1.29 -0.06 -1.24 -0.08

Special Education

Gifted 34.23 0.11 32.90 0.18 7.59 0.23 7.63 0.25 8.13 0.26 6.57 0.22 6.84 0.20 3.17 0.17 4.94 0.10 3.70 0.14 4.15 0.26

Disabled -26.42 -0.10 -20.66 -0.07 -5.20 -0.09 -3.33 -0.06 -3.45 -0.07 -4.46 -0.10 -4.04 -0.10 -- -- -3.77 -0.10 -- -- -- --

Over age for grade -10.92 -0.03 -16.46 -0.07 -3.94 -0.09 -4.10 -0.11 -4.15 -0.12 -3.30 -0.11 -3.28 -0.11 -3.95 -0.09 -2.93 -0.11 -2.70 -0.08 -- --

School

Ethnicity

Black -- -- -0.11 -0.03 -0.03 -0.04 -0.02 -0.03 0.02 0.04 -0.02 -0.04 -- -- -- -- 0.03 0.07 0.03 0.05 -- --

White/Other -0.38 -0.09 -0.16 -0.04 -0.05 -0.06 -- -- -0.03 -0.03 -- -- -- -- 0.05 0.06 -- -- -0.09 -0.08 -- --

Free/Reduced Price Lunch -0.14 -0.08 0.06 0.04 -- -- 0.05 0.12 0.03 0.08 0.02 0.05 -- -- -- -- -0.06 -0.12 -0.03 -0.06 -- --

Reading Proficiency 0.51 0.19 0.58 0.22 0.10 0.17 0.13 0.22 0.15 0.25 0.16 0.27 0.13 0.21 0.19 0.32 0.17 0.26 0.16 0.28 0.12 0.22

N 7,738 7,946 7,756 6,746 6,512 9,582 8,210 1,146 4,760 3,340 1,064

R2 .14 .20 .26 .26 .29 .33 .30 .25 .21 .15 .23

Note. The intercept is the value of the posttest when all the predictors are zero and the B (β) coefficient for each predictor is the impact of a one-point change in that predictor on the posttest when both the predictor and the

posttest are in original (standard deviation) units. The practical significance of R2, the proportion of variance in the posttest explained by the model, derived from f2 (Cohen, 1988), is .02 (weak), .13 (moderate), and .26

(strong). All student-level predictors are dichotomous and all school-level predictors are in percentage units expressed as deviations from their sample mean values. Cells displayed as dashes represent predictors that were not

entered into the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .05). Grades followed by superscripts are used to indicate groups of students who

participated in End of Course mathematics assessments when more than one statewide mathematics assessment was administered. aAlgebra 1. bGeometry. cAlgebra 2.

Table A4

Regression Analysis of the Effect of Demographic Characteristics on the Mathematics Posttest (Grades 9-12)

9a 9b 9c 10b 10c 11c

Predictor B β B β B β B β B β B β

Intercept 21.65 36.76 32.45 28.09 16.03 1.07

Student

Ethnicity

Black -- -- -2.88 -0.09 -- -- -3.21 -0.10 -- -- -- --

White/Other -- -- -- -- -- -- -- -- -- -- -- --


Current -3.66 -0.12 -4.99 -0.09 -- -- -3.45 -0.11 -7.64 -0.08 -4.47 -0.09

Former -- -- 1.80 0.04 -- -- 2.28 0.05 -- -- 3.49 0.05

Female -- -- -1.54 -0.09 -- -- -1.69 -0.09 -- -- -0.96 -0.04

Free/Reduced Price Lunch -- -- -1.54 -0.08 -1.73 -0.10 -- -- -- -- -1.30 -0.05

Special Education

Gifted 3.63 0.06 4.74 0.21 3.58 0.20 4.62 0.07 -- -- 4.83 0.07

Disabled -3.40 -0.08 -- -- -- -- -5.48 -0.15 -- -- -3.20 -0.06

Over age for grade -3.33 -0.12 -2.58 -0.08 -- -- -2.99 -0.13 -2.78 -0.07 -4.89 -0.14

School

Ethnicity

Black -0.04 -0.07 -- -- -0.09 -0.14 -- -- 0.09 0.09 -- --

White/Other -- -- -0.12 -0.10 -- -- -- -- -- -- 0.21 0.10

Free/Reduced Price Lunch -- -- -- -- -- -- -- -- -- -- 0.07 0.10

Reading Proficiency 0.22 0.31 0.16 0.33 0.18 0.37 0.16 0.28 0.26 0.38 0.23 0.29

N 3,658 2,172 488 2,878 1,270 2,940 R2 .18 .22 .29 .19 .16 .16 Note. The intercept is the value of the posttest when all the predictors are zero and the B (β) coefficient for each predictor is the impact of a one-point change in that predictor on the posttest when both the

predictor and the posttest are in original (standard deviation) units. The practical significance of R2, the proportion of variance in the posttest explained by the model, derived from f2 (Cohen, 1988) is .02

(weak), .13 (moderate), and .26 (strong). All student-level predictors are dichotomous and all school-level predictors are in percentage units expressed as deviations from their sample mean values. Cells

displayed as dashes represent predictors that were not entered into the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .05). Grades

followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when more than one statewide mathematics assessment was administered. aAlgebra 1. bGeometry. cAlgebra 2.

As in Reading/English Language Arts, students who are classified as black, Students with

Disabilities, current English language learners, or over age for grade tend to score lower than

students not so classified, while former English language learners and students classified as gifted

tend to score higher than students not classified as such. Unlike Reading/English Language Arts,

female students tend to score lower than male students. Finally, the model R2 is weaker than was

seen for Reading/English Language Arts and varies in strength across according to the type and

level of the tests: SAT-10 (weak – moderate), FSA/Mathematics (mostly strong), End of Course

exams (mostly moderate).

Baseline Achievement

The effects of baseline achievement (as measured by the pretest) on the posttest were estimated

separately for each school, because the achievement of students within the same school tends to

be much more similar than that of students in different schools. Separate coefficients for each

grade within each subject area were estimated after the effects of the demographic factors were

taken into account. Figure A1 and A2 depict the distribution of the standardized version of these

estimates for Reading/English Language Arts and Mathematics, respectively.

Figure A1. Reading/English Language Arts pre- post- standardized regression coefficients by grade

N 51 52 53 53 54 54 47 44 30 30

R2 .35 .43 .46 .49 .54 .57 .58 .59 .63 55

1 2 3 4 5 6 7 8 9 10

Grade

Each figure displays the frequency of schools that fall within each of 10 adjacent bands two-tenths

of a point in width, by grade. The number of schools at each grade level and the average proportion

of variance in the posttest explained by the pretest, R2 is listed beneath each graph.

Figure A1 gives the results for Reading/English Language Arts and shows the coefficients to be

symmetrically distributed, to vary, and to be clustered in the middle, with the average value

accounting for between .35 (Grade 1) and .63 (Grade 9) percent of the variance in the posttest that

remained after the demographic factors were taken into consideration.

Grade

1 2 3 4 5 6 7 7a 8 8a 8b 9a 9b 9c 10b 10c 11c

Figure A2. Mathematics pre- post standardized regression coefficients by grade followed by

superscripts are used to indicate groups of students who participated in End of Course mathematics

assessments when more than one statewide mathematics assessment was administered, i.e., aAlgebra 1, bGeometry, cAlgebra 2).

Figure A2 shows the results for Mathematics to be similar to those seen for Reading/English

Language Arts except that the variance in the posttest explained by the pretest tends to be strongest

N 51 52 53 53 53 53 46 19 34 34 14 26 22 11 21 18 22

R2 .31 .37 .43 .50 .52 .55 .55 .32 .40 .31 .32 .33 .43 .33 .41 .39 .34

1 2 3 4 5 6 7 7a 8 8a 8b 9a 9b 9c 10b 10c 11c

Grade

for FSA/Mathematics (Grades 4 - 7) followed by the Geometry End-of-Course examination

(Grades 9-10).

Impact Assessment

Estimates of the fixed effects of each student's demographic characteristics and baseline

achievement on their posttest scores were used to create separate expected scores for each student

in Reading/English Language Arts and Mathematics. An impact score in each subject area was

then produced for each student by subtracting their expected score from their posttest score to

represent the amount of achievement attained over and above what was expected. Then, the

differences in the groups’ mean impact scores were converted into standardized d effect size

statistics. A confidence interval based on the effect size was also estimated. Finally, separate meta-

analyses in Reading/English Language Arts and Mathematics were conducted to summarize the

effect sizes across all the grades within each school and to generate a confidence interval that

represented the variability in the estimates.

Appendix B

Miami-Dade County Public Schools

Individual Charter-School versus Matched Traditional-School Comparison-Group

Student-Achievement Results

Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper

9a

45 244.2 51.6 45 246.2 56.1 -0.89 -0.60 -0.19 0.22 26 232.7 43.3 26 236.8 41.9 2.02 * 0.02 0.57 1.13

9b

-- -- -- -- -- -- -- -- -- -- 15 246.3 51.7 15 243.9 55.4 -0.17 -0.78 -0.07 0.65

9c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10b

74 243.2 52.7 74 247.1 54.6 3.46 *** 0.24 0.57 0.90 38 238.0 44.0 38 241.7 48.7 -0.13 -0.48 -0.03 0.42

10c

-- -- -- -- -- -- -- -- -- -- 14 419.4 51.1 14 418.8 54.8 1.64 -0.12 0.64 1.40

11c

-- -- -- -- -- -- -- -- -- -- 49 393.1 37.1 49 399.5 43.9 0.83 -0.23 0.17 0.57

ALL 119 119 0.02 0.28 0.53§

142 142 -0.03 0.21 0.44§

Academy of Arts & Minds (7022)

Charter School vs. Traditional M-DCPS Comparison Group

*p < .05. **p < .01. ***p < .001.

Mean Pre- and Post- Test Scores and Difference Statistics

Reading Mathematics

Charter Traditional Effect Size Charter Traditional Effect Size

Difference Difference

aAlgebra 1.

bGeometry.

cAlgebra 2.

Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when

more than one statewide mathematics assessment was administered. Observed mean pre- and posttest scores are only provided for grade groups in which data were available for ten or

more students. The test statistic t , provided for each grade, indicates the statistical significance of the difference between the groups' impact scores, which are estimates of each

student's achievement over what is expected given their demographic characteristics and initial achievement. Statistically significant t test results are identified by asterisks (*). The effect

size d , provided for each grade, is a measure of the practical significance of that difference. Positive effect size ranges indicate that the charter school's achievement is signifcantly higher

than that of the traditional school comparison group, negative ranges indicate that the charter school's achievement is signifcantly lower than that of the traditional school comparison

group, and ranges that include zero indicate that there is no significant difference between the groups. Cells displayed as dashes "-" represent missing values.

§Academy of Arts & Minds has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school

comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.

Individual Charter School Results B-1


1 90 556.4 618.5 90 554.2 604.4 1.34 -0.09 0.20 0.49 90 563.4 601.4 90 561.3 594.6 0.29 -0.25 0.04 0.34

2 93 611.3 650.9 93 611.3 648.7 0.17 -0.26 0.02 0.31 93 590.3 644.2 93 590.9 635.1 1.98 * 0.00 0.29 0.58

3 151 642.0 57.7 151 641.1 57.6 -0.47 -0.28 -0.05 0.17 151 643.4 61.3 151 641.1 57.6 3.68 *** 0.20 0.43 0.65

4 98 211.9 56.1 98 212.8 55.2 1.12 -0.12 0.16 0.44 98 216.9 54.5 98 217.8 57.7 -3.05 ** -0.72 -0.44 -0.15

5 93 216.0 52.5 93 216.5 54.5 -2.26 * -0.62 -0.33 -0.04 93 220.2 50.2 93 219.6 53.7 -4.68 *** -0.99 -0.69 -0.39

ALL 525 525 -0.13 -0.01 0.12§

525 525 -0.14 -0.02 0.11§


Charter Traditional Effect Size Charter Traditional

Academir West (0410)

Difference

Effect Size


*p < .05. **p < .01. ***p < .001.

Reading Mathematics

Difference

aAlgebra 1.

bGeometry.

cAlgebra 2.




student's achievement over what is expected given their demographic characteristics and initial achievement. Statistically significant t test results are identified by asterisks (*). The

effect size d , provided for each grade, is a measure of the practical significance of that difference. Positive effect size ranges favor the charter school, negative ranges favor the traditional

school comparison group, and ranges that include zero indicate that there is no significant difference between the groups. Cells displayed as dashes "-" represent missing values.

§Academir West has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison

group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.



6 89 220.2 50.7 89 219.2 48.2 2.75 ** 0.12 0.41 0.71 86 220.5 53.6 86 220.5 46.3 8.96 *** 1.04 1.37 1.71

7 80 230.0 51.8 80 228.2 50.8 1.43 -0.08 0.23 0.54 53 219.9 46.8 53 218.5 47.1 0.02 -0.38 0.00 0.39

7a

-- -- -- -- -- -- -- -- -- -- 27 245.2 51.7 27 246.8 56.8 -2.68 ** -1.29 -0.74 -0.19

8 22 227.2 47.6 22 229.7 48.6 0.23 -0.52 0.07 0.66 16 229.2 49.9 16 229.8 49.5 0.29 -0.59 0.11 0.80

8a

-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

8b

-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- -- --

ALL 191 191 0.09 0.30 0.50§

182 182 0.26 0.48 0.70§

Academir Charter Middle (6082)



Reading Mathematics









*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.

§Academir Charter Middle has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,

based on the confidence intervals of the effect sizes reported for "ALL" grades above.



1 74 526.4 581.6 74 523.2 588.3 -1.82 -0.63 -0.30 0.02 74 533.5 602.1 74 529.5 581.3 3.05 ** 0.18 0.50 0.83

2 50 573.1 616.4 50 570.2 611.5 0.34 -0.32 0.07 0.46 50 575.3 611.6 50 576.7 615.3 -0.67 -0.53 -0.13 0.26

3 101 630.0 54.3 101 627.8 53.2 0.91 -0.15 0.13 0.40 101 612.6 53.7 101 613.3 52.8 0.98 -0.14 0.14 0.41

4 81 205.1 52.6 81 204.9 51.3 1.02 -0.15 0.16 0.47 81 212.5 55.0 81 211.2 53.9 0.57 -0.22 0.09 0.40

5 62 218.1 54.0 62 217.9 51.9 1.42 -0.10 0.26 0.61 62 232.3 57.0 62 231.4 55.3 0.62 -0.24 0.11 0.47

6 44 222.5 53.5 44 221.2 49.3 3.34 ** 0.29 0.72 1.15 44 227.3 52.1 44 224.0 48.0 2.05 * 0.02 0.44 0.87

7 6 -- -- 6 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --

7a

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

ALL 418 418 -0.01 0.13 0.27§

412 412 0.05 0.19 0.33§

§Advanced Learning Center has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school



Reading Mathematics


Advanced Learning Center (1014)


Effect Size







*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.



1 60 521.9 590.7 60 521.5 583.5 1.37 -0.11 0.25 0.61 60 515.6 572.4 60 515.6 568.1 0.92 -0.19 0.17 0.53

2 51 592.2 622.6 51 590.8 629.9 -1.07 -0.60 -0.21 0.17 51 591.6 604.6 51 589.5 629.0 -3.70 *** -1.14 -0.74 -0.34

3 70 628.7 55.3 70 628.9 54.3 1.16 -0.13 0.20 0.53 70 591.3 52.8 70 593.9 49.4 3.56 *** 0.27 0.61 0.94

4 40 210.3 55.5 40 210.2 55.5 0.21 -0.39 0.05 0.49 40 211.7 53.7 40 211.1 54.5 -0.86 -0.64 -0.20 0.24

5 15 217.7 52.9 15 217.9 50.5 1.16 -0.29 0.44 1.16 15 222.9 50.3 15 223.5 54.0 -1.68 -1.37 -0.64 0.10

ALL 236 236 -0.07 0.11 0.29§

236 236 -0.19 -0.01 0.18§

aAlgebra 1.

bGeometry.

cAlgebra 2.

§Advantage Academy Santa Fe has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


Difference DifferenceCharter Traditional Effect Size Charter Traditional Effect Size

Advantage Academy Santa Fe (3025)



Reading Mathematics







*p < .05. **p < .01. ***p < .001.



6 76 213.3 45.8 76 213.9 45.6 0.23 -0.28 0.04 0.36 76 215.0 44.1 76 216.3 47.1 -1.93 -0.64 -0.32 0.00

7 105 222.1 48.1 105 222.9 48.4 0.71 -0.17 0.10 0.37 99 216.7 46.1 99 217.5 45.2 2.04 * 0.01 0.29 0.57

8 149 221.5 47.1 149 222.1 46.7 1.61 -0.04 0.19 0.41 98 218.5 41.6 98 220.2 43.9 -0.97 -0.42 -0.14 0.14

8a

-- -- -- -- -- -- -- -- -- -- 38 245.4 43.6 38 244.4 49.5 -3.23 ** -1.22 -0.75 -0.29

ALL 330 330 -0.03 0.12 0.28§

311 311 -0.27 -0.12 0.04§

aAlgebra 1.

bGeometry.

cAlgebra 2.


Effect Size







*p < .05. **p < .01. ***p < .001.


§Advantage Academy South has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school




Reading Mathematics

Advangtage Academy South (3032)



9a

81 226.1 46.2 81 225.7 46.0 -0.24 -0.35 -0.04 0.27 55 223.4 35.0 55 225.6 41.3 -3.29 ** -1.02 -0.63 -0.25

9b

-- -- -- -- -- -- -- -- -- -- 20 237.8 43.2 20 239.7 47.6 -1.17 -1.00 -0.38 0.25

10b

86 231.5 46.3 86 231.2 45.1 1.48 -0.07 0.23 0.53 61 232.9 40.0 61 234.0 43.1 -1.70 -0.67 -0.31 0.05

10c

-- -- -- -- -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 48 388.8 35.0 48 390.9 33.0 2.13 * 0.03 0.44 0.84

ALL 167 167 -0.12 0.10 0.31§

184 184 -0.42 -0.22 -0.01§

aAlgebra 1.

bGeometry.

cAlgebra 2.



Advantage Acdemy South High School (7032)



Reading Mathematics

§Advantage Academy South High School has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional

school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.







*p < .05. **p < .01. ***p < .001.



1 71 473.8 548.1 71 476.7 534.9 3.18 ** 0.20 0.54 0.87 71 491.7 533.2 71 493.1 546.3 -1.43 -0.57 -0.24 0.09

2 45 534.8 583.5 45 540.0 575.6 3.24 ** 0.27 0.69 1.12 45 536.4 567.4 45 537.5 573.4 0.66 -0.27 0.14 0.56

3 26 562.2 43.9 26 565.8 40.0 3.15 ** 0.32 0.89 1.46 26 569.2 44.1 26 566.6 44.1 0.61 -0.37 0.17 0.72

4 27 184.7 44.1 27 184.7 37.1 5.43 *** 0.90 1.50 2.11 27 192.4 42.4 27 193.2 41.6 2.37 * 0.11 0.66 1.20

5 20 191.6 42.5 20 191.2 42.2 0.98 -0.31 0.32 0.94 20 192.2 42.1 20 195.0 39.1 3.18 ** 0.37 1.03 1.69

ALL 189 189 0.50 0.71 0.92§

189 189 -0.05 0.16 0.36§

aAlgebra 1.

bGeometry.

cAlgebra 2.



§Alpha Charter of Excellence has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school


Reading Mathematics


Alpha Charter of Excellence (5410)

Effect Size







*p < .05. **p < .01. ***p < .001.




1 84 550.0 611.5 84 547.2 607.9 -1.47 -0.53 -0.23 0.08 83 553.1 612.9 83 550.2 594.7 1.80 -0.02 0.28 0.59

2 94 611.2 652.4 94 608.9 638.1 1.36 -0.09 0.20 0.49 94 616.5 634.0 94 609.5 638.1 -2.68 ** -0.68 -0.39 -0.10

3 119 638.5 58.1 119 635.0 55.7 0.52 -0.19 0.07 0.32 119 639.7 58.7 119 634.1 56.4 0.38 -0.21 0.05 0.30

4 98 221.0 58.0 98 219.8 58.7 -3.53 *** -0.79 -0.51 -0.22 98 228.4 62.5 98 225.1 61.0 -0.88 -0.41 -0.13 0.15

5 87 230.4 60.1 87 229.8 59.2 -0.91 -0.44 -0.14 0.16 87 238.0 62.1 87 235.6 58.3 1.68 -0.04 0.26 0.56

ALL 482 482 -0.24 -0.11 0.02§

481 481 -0.12 0.01 0.13§

aAlgebra 1.

bGeometry.

cAlgebra 2.

§Archimedean Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school




Archimedean Academy (0510)



Reading Mathematics







*p < .05. **p < .01. ***p < .001.



6 108 237.9 60.3 108 237.6 56.8 1.83 -0.02 0.25 0.52 108 240.2 63.5 108 240.3 57.7 4.33 *** 0.32 0.59 0.86

7 105 243.5 59.9 105 244.0 58.7 -1.37 -0.46 -0.19 0.08 15 216.5 46.1 15 220.1 49.3 -2.26 * -1.61 -0.86 -0.11

7a

-- -- -- -- -- -- -- -- -- -- 90 248.8 59.9 90 252.4 61.5 -2.18 * -0.62 -0.33 -0.03

8a

100 252.6 61.0 100 252.7 58.1 0.97 -0.14 0.14 0.42 17 232.4 46.7 17 240.1 50.6 -1.74 -1.30 -0.62 0.07

8b

-- -- -- -- -- -- -- -- -- -- 81 249.4 61.9 81 251.3 59.3 2.22 * 0.04 0.35 0.66

ALL 313 313 -0.09 0.07 0.22§

311 311 -0.03 0.13 0.29§



Reading Mathematics


Archimedean Middle Conservatory (6006)

Effect Size







*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.

§Archimedean Middle Conservatory has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional




9b

88 262.1 60.4 88 261.7 61.3 -2.04 * -0.61 -0.31 -0.01 14 241.0 54.4 14 244.4 56.6 -1.06 -1.16 0.33

9c

-- -- -- -- -- -- -- -- -- -- 41 424.2 61.0 41 428.7 59.4 1.24 -0.16 0.71

10 65 262.7 63.5 65 262.2 60.0 2.46 * 0.09 0.43 0.78 -- -- -- -- -- -- -- -- --

ALL 153 153 -0.22 0.00 0.23§

55 55 -0.27 0.48§

Archimedean Upper Conservatory (7265)



Reading Mathematics







*p < .05. **p < .01. ***p < .001.



aAlgebra 1.

bGeometry.

cAlgebra 2.

§Archimedean Upper Conservatory has test scores that are not significantly different in Reading than those of the traditional school comparison group, based on the confidence

intervals of the effect sizes reported for "ALL" grades above.



6 132 205.3 39.5 132 205.9 42.0 -3.56 *** -0.68 -0.44 -0.20 131 210.4 42.2 131 210.2 42.6 -1.04 -0.37 -0.13 0.11

7 124 209.4 41.4 124 212.9 42.3 -0.89 -0.36 -0.11 0.14 124 205.1 41.6 124 210.8 43.2 -0.80 -0.35 -0.10 0.15

8 152 217.6 44.2 152 216.8 43.8 -0.45 -0.28 -0.05 0.17 105 215.1 45.1 105 219.0 46.0 0.10 -0.26 0.01 0.28

8a

-- -- -- -- -- -- -- -- -- -- 47 250.3 51.3 47 248.7 52.5 -0.66 -0.54 -0.14 0.27

ALL 408 408 -0.33 -0.19 -0.06§

407 407 -0.22 -0.08 0.05§



Aspira E.M. de Hostos (6070)



Reading Mathematics







*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.

§Aspira E. M. de Hostos has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison




6 51 214.4 46.3 51 214.8 47.1 -0.79 -0.55 -0.16 0.23 51 215.7 45.6 51 214.7 47.6 -2.28 * -0.85 -0.46 -0.06

7 74 219.1 45.4 74 219.5 46.0 -0.61 -0.42 -0.10 0.22 68 212.9 46.4 68 218.2 46.9 0.75 -0.21 0.13 0.47

7a

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

8 114 222.5 48.4 114 222.1 46.1 2.45 * 0.07 0.33 0.59 49 217.3 49.3 49 217.8 42.9 4.24 *** 0.45 0.86 1.28

8a

-- -- -- -- -- -- -- -- -- -- 65 243.9 50.4 65 245.8 52.1 -0.69 -0.47 -0.12 0.22

ALL 239 239 -0.09 0.09 0.27§

233 233 -0.11 0.07 0.26§

§Aspira South Youth Leadership has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional




Reading Mathematics


Aspira South Youth Leadership (6060)

Effect Size







*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.



6 167 210.7 42.5 167 214.3 45.9 -3.66 *** -0.62 -0.40 -0.18 164 214.4 42.5 164 217.6 46.4 -5.11 *** -0.79 -0.57 -0.35

7 199 219.6 44.5 199 222.1 47.4 -3.94 *** -0.59 -0.40 -0.20 197 219.1 45.8 197 221.0 46.4 -0.44 -0.24 -0.04 0.15

8 187 223.5 46.1 187 224.0 47.6 -2.72 ** -0.49 -0.28 -0.08 163 223.0 46.7 163 224.0 48.3 -1.50 -0.38 -0.17 0.05

8a

-- -- -- -- -- -- -- -- -- -- 25 253.5 52.5 25 253.4 55.2 -1.84 -1.10 -0.53 0.03

8b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

ALL 553 553 -0.48 -0.36 -0.24§

549 549 -0.37 -0.25 -0.14§



Aspira Youth Leadership (6020)



Reading Mathematics

aAlgebra 1.

bGeometry.

cAlgebra 2.







*p < .05. **p < .01. ***p < .001.

§Aspira Youth Leadership has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,




1 106 525.9 592.6 106 515.4 587.6 -1.69 -0.50 -0.23 0.04 106 524.5 580.4 106 518.6 576.9 -1.39 -0.46 -0.19 0.08

2 109 599.2 634.1 109 595.2 640.7 -2.98 ** -0.67 -0.41 -0.14 109 590.5 617.3 109 585.5 635.8 -5.47 *** -1.02 -0.74 -0.47

3 106 634.2 57.2 106 633.3 55.9 0.34 -0.22 0.05 0.32 105 629.5 56.3 105 627.0 56.3 -0.69 -0.37 -0.10 0.17

4 111 215.8 57.1 111 215.9 56.8 -0.08 -0.27 -0.01 0.25 110 217.1 57.5 110 216.7 57.9 -0.38 -0.32 -0.05 0.21

5 115 226.3 57.3 115 226.7 57.5 -0.82 -0.37 -0.11 0.15 115 227.3 57.4 115 227.7 56.1 1.33 -0.08 0.18 0.44

6 109 230.8 56.5 109 232.0 56.9 -2.33 * -0.58 -0.32 -0.05 109 236.3 58.4 109 236.5 59.7 -2.96 ** -0.67 -0.40 -0.13

7 101 242.5 58.8 101 241.5 58.0 -1.74 -0.52 -0.25 0.03 61 240.0 59.5 61 238.4 57.1 0.21 -0.32 0.04 0.39

7a

-- -- -- -- -- -- -- -- -- -- 31 262.3 69.1 31 260.5 67.7 -1.07 -0.78 -0.28 0.22

8 101 251.0 60.8 101 249.1 59.5 -0.74 -0.38 -0.10 0.17 31 246.9 61.2 31 245.9 63.0 -3.10 ** -1.32 -0.80 -0.28

8a

-- -- -- -- -- -- -- -- -- -- 18 258.1 62.7 18 260.2 61.6 0.47 -0.49 0.16 0.82

8b

-- -- -- -- -- -- -- -- -- -- 51 255.0 64.2 51 256.5 66.7 -2.25 * -0.84 -0.45 -0.06

ALL 858 858 -0.27 -0.17 -0.08§

846 846 -0.32 -0.22 -0.12§



Reading Mathematics


Aventura City of Excellence Charter (0950)

Effect Size

*p < .05. **p < .01. ***p < .001.








§Aventura City of Excellence has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison


aAlgebra 1.

bGeometry.

cAlgebra 2.



1 36 523.9 584.6 36 526.4 592.9 -0.45 -0.57 -0.11 0.36 36 525.4 575.9 36 521.9 571.5 0.73 -0.29 0.17 0.64

2 36 591.3 629.4 36 594.3 630.5 0.60 -0.32 0.14 0.61 37 588.8 627.3 37 581.6 625.4 -0.04 -0.47 -0.01 0.45

3 44 639.0 55.8 44 634.4 55.9 -0.44 -0.51 -0.10 0.32 44 630.2 54.5 44 626.6 54.1 -0.12 -0.44 -0.03 0.39

4 33 215.9 57.9 33 213.1 56.9 0.97 -0.24 0.24 0.73 33 223.5 57.3 33 221.7 58.5 -0.86 -0.70 -0.21 0.27

5 20 213.2 54.4 20 220.0 55.0 1.36 -0.19 0.44 1.07 19 208.1 51.1 19 214.6 48.1 3.02 ** 0.33 1.01 1.68

6 10 227.0 57.0 10 228.2 51.9 2.45 * 0.20 1.16 2.11 10 223.9 50.5 10 221.3 48.0 0.67 -0.57 0.31 1.20

7 10 244.8 61.6 10 243.9 55.4 1.90 -0.03 0.90 1.82 10 237.0 57.2 10 234.5 55.2 0.21 -0.78 0.10 0.98

8 13 241.8 54.1 13 237.2 53.6 -0.26 -0.88 -0.11 0.66 1 -- -- 1 -- -- -- -- -- --

8a

-- -- -- -- -- -- -- -- -- -- 12 239.3 50.6 12 244.8 53.7 -0.32 -0.94 -0.14 0.66

ALL 202 202 -0.05 0.15 0.35§

181 181 -0.11 0.09 0.28§



Ben Gamla (5022)



Reading Mathematics

*p < .05. **p < .01. ***p < .001.







§Ben Gamla has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison group,


aAlgebra 1.

bGeometry.

cAlgebra 2.



1 53 515.2 592.5 53 515.4 589.4 0.55 -0.27 0.11 0.49 53 516.8 565.5 53 517.6 576.4 -1.29 -0.63 -0.25 0.13

2 64 581.5 611.3 64 580.6 621.8 -1.08 -0.54 -0.19 0.15 64 573.6 597.0 64 570.3 618.7 -2.75 ** -0.84 -0.49 -0.14

3 65 628.2 56.1 65 628.6 56.2 1.77 -0.03 0.31 0.66 66 616.1 56.5 66 619.6 57.7 0.53 -0.25 0.09 0.43

4 22 203.5 51.7 22 199.5 52.0 0.38 -0.48 0.12 0.71 22 206.2 51.0 22 206.6 49.0 2.76 ** 0.23 0.85 1.47

5 20 210.0 48.7 20 212.6 50.6 0.32 -0.52 0.10 0.72 20 209.3 47.9 20 212.5 48.2 1.65 -0.10 0.53 1.17

ALL 224 224 -0.10 0.08 0.27§

225 225 -0.23 -0.05 0.14§



Reading Mathematics


Bridgepoint Academy "B" (2013)

Effect Size

*p < .05. **p < .01. ***p < .001.








§Bridgepoint Academy "B" has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.



1 50 533.3 595.8 50 529.0 592.7 -0.74 -0.54 -0.15 0.24 50 519.9 574.5 50 519.5 585.2 -2.13 * -0.83 -0.43 -0.03

2 51 584.6 633.3 51 581.1 621.8 1.61 -0.07 0.32 0.71 52 559.8 614.4 52 555.7 604.9 1.06 -0.18 0.21 0.60

3 36 625.9 53.3 36 627.1 53.8 -0.55 -0.59 -0.13 0.33 36 624.2 54.9 36 623.3 53.9 0.39 -0.37 0.09 0.56

4 63 207.1 53.8 63 207.6 56.0 -1.51 -0.62 -0.27 0.08 63 207.8 52.4 63 208.9 57.7 -2.94 ** -0.88 -0.53 -0.17

5 44 223.7 57.6 44 223.5 55.8 1.42 -0.11 0.31 0.73 44 229.8 52.3 44 229.5 55.9 -2.57 * -0.98 -0.55 -0.13

6 34 226.9 53.9 34 227.3 54.9 -0.49 -0.60 -0.12 0.36 34 223.1 54.6 34 225.9 51.6 3.94 *** 0.47 0.97 1.47

7 29 233.8 55.8 29 234.5 56.1 -0.24 -0.58 -0.06 0.45 29 232.7 57.4 29 232.7 57.0 0.14 -0.48 0.04 0.55

ALL 307 307 -0.18 -0.02 0.14§

308 308 -0.27 -0.11 0.05§

Bridgepoint Academy (2003)



Reading Mathematics



*p < .05. **p < .01. ***p < .001.







§Bridgepoint Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.



1 32 486.3 535.2 32 481.8 549.2 -2.28 * -1.08 -0.58 -0.08 32 514.4 549.5 32 510.8 563.8 -1.87 -0.97 -0.47 0.02

2 28 552.0 597.1 28 552.6 596.1 0.38 -0.42 0.10 0.63 28 553.4 580.0 28 553.3 595.4 -1.65 -0.98 -0.45 0.08

3 17 595.8 49.9 17 592.3 47.4 0.89 -0.36 0.31 0.99 17 577.8 48.6 17 582.4 48.2 0.47 -0.51 0.16 0.84

4 14 202.4 49.0 14 203.3 51.4 -0.53 -0.95 -0.21 0.54 14 196.5 53.0 14 196.2 45.4 3.72 *** 0.62 1.46 2.30

5 11 209.8 47.1 11 211.3 49.2 -0.55 -1.08 -0.25 0.59 11 203.7 44.5 11 208.2 48.4 -0.68 -1.14 -0.30 0.54

6 7 -- -- 7 -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- -- --

ALL 109 109 -0.43 -0.15 0.13§

102 102 -0.40 -0.12 0.16§



Reading Mathematics


Bridgepoint Academy (5020)

Effect Size

*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.







§Bridgepoint Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school




1 32 563.1 583.5 32 559.9 606.5 -3.57 *** -1.42 -0.91 -0.39 32 544.3 577.3 32 541.4 596.1 -2.98 ** -1.26 -0.76 -0.25

2 44 582.3 621.3 44 584.2 626.4 -0.48 -0.52 -0.10 0.31 44 573.3 609.2 44 572.7 612.6 -0.27 -0.48 -0.06 0.36

3 36 617.4 49.0 36 619.9 54.0 -2.73 ** -1.13 -0.65 -0.18 36 596.9 50.5 36 601.1 50.5 0.49 -0.35 0.12 0.58

4 15 203.3 50.5 15 201.9 54.3 -1.61 -1.34 -0.61 0.12 15 216.5 49.3 15 219.0 58.3 -2.73 * -1.80 -1.03 -0.27

5 11 216.6 54.7 11 215.8 49.5 2.07 0.04 0.92 1.81 11 228.2 49.0 11 226.5 52.8 -1.50 -1.53 -0.67 0.19

ALL 138 138 -0.64 -0.40 -0.16§

138 138 -0.55 -0.31 -0.07§



Bridgepoint Academy Village Green (3034)



Reading Mathematics

*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.







§Bridgepoint Academy Village Green has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school




9a

35 236.5 49.9 35 232.2 48.6 -1.53 -0.84 -0.37 0.10 24 244.9 46.0 24 243.2 49.6 -2.78 ** -1.41 -0.23

9b

-- -- -- -- -- -- -- -- -- -- 11 250.6 60.6 11 248.5 50.0 2.25 * 0.11 1.90

10b

33 247.6 55.7 33 243.8 49.1 1.71 -0.06 0.43 0.92 15 244.5 53.7 15 240.4 46.5 1.60 -0.13 1.34

10c

-- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- --

ALL 68 68 -0.32 0.02 0.36§

50 50 -0.40 0.41§



Reading Mathematics


Charter High School of Americas (7080)

Effect Size

*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.







§Charter High School of Americas has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional




6 48 224.1 51.6 48 224.3 49.5 1.57 -0.08 0.32 0.73 48 226.3 52.3 48 225.3 51.1 0.29 -0.34 0.46

7 77 222.2 48.7 77 223.8 49.1 -0.80 -0.45 -0.13 0.19 53 216.6 45.2 53 216.9 45.0 -0.32 -0.44 0.32

7a

-- -- -- -- -- -- -- -- -- -- 18 240.2 46.6 18 240.0 49.1 0.01 -0.65 0.66

8 48 228.8 49.9 48 227.9 50.1 -0.68 -0.54 -0.14 0.26 12 223.6 54.2 12 223.3 49.6 1.49 -0.19 1.46

8a

-- -- -- -- -- -- -- -- -- -- 29 241.0 46.3 29 243.9 49.4 -1.48 -0.91 0.13

8b

-- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- --

9a

95 235.2 50.2 95 235.6 49.5 0.27 -0.24 0.04 0.32 65 236.3 47.6 65 234.4 45.4 0.30 -0.29 0.40

9b

-- -- -- -- -- -- -- -- -- -- 23 249.4 56.4 23 248.1 52.0 2.41 * 0.13 1.32

9c

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- --

10b

118 239.5 51.9 118 238.7 51.2 0.05 -0.25 0.01 0.26 88 237.8 49.6 88 236.1 43.5 4.58 *** 0.39 1.00

10c

-- -- -- -- -- -- -- -- -- -- 15 412.1 44.8 15 412.7 43.1 0.27 -0.62 0.82

11c

-- -- -- -- -- -- -- -- -- -- 85 412.5 39.2 85 411.1 38.5 -0.65 -0.40 0.20

ALL 386 386 -0.13 0.01 0.15§

436 436 0.02 0.29§



City of Hialeah Education Academy (7262)



Reading Mathematics

*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.







§City of Hialeah Education Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school




1 63 510.3 580.1 63 516.5 586.7 -0.32 -0.41 -0.06 0.29 63 531.5 578.0 63 528.8 587.3 -1.36 -0.60 -0.24 0.11

2 62 562.9 612.7 62 578.5 615.8 1.59 -0.07 0.29 0.64 63 558.2 605.6 63 569.2 621.7 -0.55 -0.45 -0.10 0.25

3 47 619.0 54.4 47 623.7 52.8 2.59 * 0.13 0.54 0.95 47 610.1 52.8 47 608.5 50.1 2.50 * 0.11 0.52 0.93

4 46 214.0 51.7 46 211.8 53.0 -0.53 -0.52 -0.11 0.30 46 204.4 47.0 46 207.9 51.4 -1.66 -0.76 -0.35 0.06

5 48 219.6 51.1 48 215.8 52.8 -1.29 -0.67 -0.27 0.14 48 211.0 45.5 48 214.4 49.0 -1.29 -0.67 -0.27 0.14

6 28 226.5 54.3 28 225.3 53.1 1.47 -0.13 0.40 0.93 27 217.7 50.4 27 221.3 51.4 1.79 -0.04 0.50 1.04

7 24 230.1 51.7 24 231.3 54.1 -0.44 -0.69 -0.13 0.44 22 224.3 50.9 22 225.0 54.0 -1.13 -0.94 -0.35 0.25

7a

-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- -- --

8 20 235.6 52.2 20 237.8 52.5 0.81 -0.36 0.26 0.88 10 226.4 51.5 10 232.0 54.0 0.11 -0.83 0.05 0.93

8a

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

8b

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

ALL 338 338 -0.05 0.10 0.25§

316 316 -0.22 -0.06 0.09§



Reading Mathematics


Coral Reef Montessori Academy (0070)

Effect Size

*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.







§Coral Reef Montessori Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional




6 90 227.6 52.7 90 227.2 52.8 -0.75 -0.41 -0.11 0.18 89 229.5 51.6 89 229.4 53.2 -2.29 * -0.64 -0.35 -0.05

7 85 235.6 55.9 85 235.6 55.5 0.34 -0.25 0.05 0.35 85 240.9 56.9 85 236.6 55.4 0.09 -0.29 0.01 0.31

8 84 238.9 54.6 84 238.5 53.1 1.17 -0.12 0.18 0.48 58 237.0 57.6 58 231.8 49.1 2.79 ** 0.15 0.52 0.89

8a

-- -- -- -- -- -- -- -- -- -- 25 257.7 62.5 25 251.8 57.2 0.52 -0.41 0.15 0.71

9a

90 245.5 55.6 90 249.5 57.0 0.57 -0.21 0.09 0.38 62 248.6 56.2 62 247.0 49.3 5.21 *** 0.57 0.94 1.31

9b

-- -- -- -- -- -- -- -- -- -- 25 255.5 59.7 25 254.0 54.3 3.28 ** 0.36 0.95 1.53

9c

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

10b

72 246.6 54.2 72 249.6 55.3 2.40 * 0.07 0.40 0.73 34 241.4 49.5 34 244.9 49.6 1.88 -0.02 0.46 0.95

10c

-- -- -- -- -- -- -- -- -- -- 24 433.6 57.7 24 427.9 57.2 1.02 -0.27 0.30 0.87

11c

-- -- -- -- -- -- -- -- -- -- 46 432.8 54.4 46 426.6 51.8 4.12 *** 0.44 0.87 1.30

ALL 421 421 -0.03 0.11 0.24§

448 448 0.18 0.32 0.45§



Doctor's Charter (6040)



Reading Mathematics

*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.







§Doctor's Charter has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,




1 221 547.2 609.7 221 541.3 594.4 0.21 -0.17 0.02 0.21 220 523.3 581.5 220 523.3 586.5 -4.27 *** -0.60 -0.41 -0.22

2 223 598.1 635.4 223 596.2 632.0 -1.71 -0.35 -0.16 0.02 222 567.4 628.7 222 568.3 615.4 1.84 -0.01 0.17 0.36

3 196 640.5 57.3 196 636.3 55.8 -1.13 -0.31 -0.11 0.08 196 639.2 57.6 196 635.2 55.3 0.51 -0.15 0.05 0.25

4 174 219.0 58.9 174 217.1 56.7 0.26 -0.18 0.03 0.24 174 220.4 60.6 174 218.7 57.4 2.06 * 0.01 0.22 0.43

5 152 226.7 56.7 152 224.9 55.6 -1.21 -0.36 -0.14 0.09 152 233.5 57.1 152 232.0 55.1 0.31 -0.19 0.04 0.26

ALL 966 966 -0.16 -0.07 0.02§

964 964 -0.08 0.00 0.09§



Reading Mathematics


Doral Academy (3030)

Effect Size

*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.







§Doral Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison




9a

432 251.5 57.2 432 251.2 56.8 -4.16 *** -0.42 -0.28 -0.15 218 247.0 54.6 218 245.8 47.7 5.18 *** 0.31 0.50 0.69

9b

-- -- -- -- -- -- -- -- -- -- 134 255.1 61.1 134 253.8 56.6 2.73 ** 0.09 0.33 0.58

9c

-- -- -- -- -- -- -- -- -- -- 63 433.0 61.4 63 430.9 56.0 3.19 ** 0.22 0.57 0.93

10b

376 250.5 55.9 376 249.9 54.4 -1.66 -0.26 -0.12 0.02 168 242.6 50.9 168 242.3 47.1 2.44 * 0.05 0.27 0.48

10c

-- -- -- -- -- -- -- -- -- -- 136 427.5 56.8 136 427.4 52.5 1.83 -0.02 0.22 0.46

11c

-- -- -- -- -- -- -- -- -- -- 165 419.1 46.1 165 414.1 43.5 -2.21 * -0.46 -0.24 -0.03

ALL 808 808 -0.31 -0.21 -0.11§

884 884 0.16 0.25 0.35§


Doral Academy High School (7020)



Reading Mathematics

*p < .05. **p < .01. ***p < .001.


aAlgebra 1.

bGeometry.

cAlgebra 2.







§Doral Academy High School has test scores that are significantly lower in Reading and are significantly higher in Mathematics than those of the traditional school comparison




6 266 232.2 55.7 266 231.6 54.2 0.56 -0.12 0.05 0.22 263 232.8 55.2 263 231.9 53.8 -0.04 -0.17 0.00 0.17

7 443 240.5 57.9 443 239.4 56.0 1.44 -0.03 0.10 0.23 373 238.6 55.3 373 236.0 55.1 -3.59 *** -0.41 -0.26 -0.12

7a

-- -- -- -- -- -- -- -- -- -- 67 259.1 62.8 67 257.4 65.5 -3.86 *** -1.02 -0.67 -0.32

8 455 242.4 55.4 455 242.1 56.2 -4.18 *** -0.41 -0.28 -0.15 249 242.3 59.0 249 240.5 56.7 0.15 -0.16 0.01 0.19

8a

-- -- -- -- -- -- -- -- -- -- 135 252.0 60.0 135 251.9 57.1 1.91 -0.01 0.23 0.47

8b

-- -- -- -- -- -- -- -- -- -- 70 255.9 63.4 70 254.5 58.4 4.38 *** 0.40 0.75 1.09

ALL 1,164 1,164 -0.14 -0.06 0.02§

1,157 1,157 -0.13 -0.05 0.03§



Reading Mathematics


Doral Academy Middle (6030)

Effect Size

*p < .05. **p < .01. ***p < .001.

Charter Traditional

aAlgebra 1.

bGeometry.

cAlgebra 2.

Effect Size Charter Traditional







§Doral Academy Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school




6 56 250.8 63.4 56 248.6 61.1 0.63 -0.25 0.12 0.49 50 245.9 63.3 50 244.7 59.0 2.59 * 0.13 0.52 0.92

7 63 254.4 64.2 63 253.6 61.5 1.27 -0.12 0.23 0.58 13 241.2 57.1 13 238.5 57.7 -0.86 -1.13 -0.35 0.42

7a

-- -- -- -- -- -- -- -- -- -- 38 261.3 65.8 38 258.2 64.0 -0.85 -0.65 -0.20 0.25

8 62 256.3 60.6 62 254.7 60.1 -0.86 -0.51 -0.16 0.20 4 -- -- 4 -- -- -- -- -- --

8a

-- -- -- -- -- -- -- -- -- -- 18 253.1 61.6 18 253.7 58.8 0.86 -0.36 0.29 0.95

8b

-- -- -- -- -- -- -- -- -- -- 40 257.3 65.5 40 256.5 60.9 2.42 * 0.10 0.55 0.99

ALL 181 181 -0.14 0.06 0.27§

159 159 0.03 0.26 0.48§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

Traditional Effect Size Charter Traditional Effect Size

Doral Academy of Technology (3029)Charter School vs. Traditional M-DCPS Comparison Group


Reading Mathematics







§Doral Academy of Technology has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school



Charter



9a

66 254.6 59.2 66 253.4 58.0 -1.92 -0.68 -0.34 0.01 32 251.3 56.0 32 249.1 49.3 0.74 -0.30 0.19 0.68

9b

-- -- -- -- -- -- -- -- -- -- 22 253.0 59.8 22 250.7 56.3 0.15 -0.55 0.05 0.64

9c

-- -- -- -- -- -- -- -- -- -- 10 433.5 61.9 10 431.6 59.4 0.26 -0.75 0.12 1.00

10b

82 260.4 60.3 82 259.4 59.7 -2.97 ** -0.78 -0.47 -0.16 19 252.2 56.4 19 247.7 52.3 -0.24 -0.72 -0.08 0.56

10c

-- -- -- -- -- -- -- -- -- -- 40 428.9 58.1 40 426.4 53.2 2.02 * 0.01 0.46 0.90

11c

-- -- -- -- -- -- -- -- -- -- 61 420.2 48.9 61 412.5 44.9 -0.87 -0.51 -0.16 0.20

ALL 148 148 -0.64 -0.41 -0.18§

174 174 -0.12 0.08 0.29§

aAlgebra 1.

bGeometry.

cAlgebra 2.


Doral Performing Arts & Entertainment (7009)

Charter Effect Size

*p < .05. **p < .01. ***p < .001.

Charter Traditional Effect Size


Reading Mathematics








§Doral Performing Arts & Entertainment has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional


Traditional



1 92 534.6 583.8 92 532.9 576.5 0.24 -0.25 0.04 0.33 92 520.1 553.8 92 520.7 558.4 -1.61 -0.53 -0.24 0.05

2 84 583.2 609.2 84 581.9 612.5 -1.48 -0.53 -0.23 0.07 84 549.3 589.7 84 549.5 588.4 0.39 -0.24 0.06 0.36

3 81 608.8 50.1 81 608.4 47.6 2.30 * 0.05 0.36 0.67 79 589.2 49.6 79 587.7 48.7 0.45 -0.24 0.07 0.38

4 94 201.1 50.7 94 199.5 48.2 1.95 0.00 0.29 0.57 94 203.9 49.9 94 203.3 47.8 2.34 * 0.06 0.34 0.63

5 76 211.7 50.6 76 211.8 49.4 1.13 -0.13 0.18 0.50 77 219.5 50.5 77 218.8 51.6 -2.03 * -0.65 -0.33 -0.01

6 65 214.5 51.3 65 216.5 46.4 5.18 *** 0.55 0.92 1.28 65 219.1 53.3 65 221.1 46.7 6.85 *** 0.84 1.21 1.59

ALL 492 492 0.10 0.22 0.35§

491 491 0.00 0.13 0.26§

aAlgebra 1.

bGeometry.

cAlgebra 2.









§Downtown Miami has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based

on the confidence intervals of the effect sizes reported for "ALL" grades above.

Downtown Miami (3600)



Reading Mathematics

*p < .05. **p < .01. ***p < .001.



9a

133 236.6 49.2 133 237.5 50.6 -1.14 -0.38 -0.14 0.10 98 234.8 43.8 98 235.2 44.3 0.15 -0.26 0.02 0.30

9b

-- -- -- -- -- -- -- -- -- -- 15 246.7 54.2 15 247.9 51.8 0.70 -0.45 0.27 0.99

9c

-- -- -- -- -- -- -- -- -- -- 10 433.3 59.2 10 425.9 50.5 1.31 -0.28 0.62 1.52

10b

116 240.0 49.4 116 239.3 48.2 -0.93 -0.38 -0.12 0.14 76 235.0 46.2 76 236.1 42.6 2.12 * 0.03 0.35 0.67

10c

-- -- -- -- -- -- -- -- -- -- 19 421.8 55.1 19 418.0 48.2 2.24 * 0.09 0.75 1.41

11c

-- -- -- -- -- -- -- -- -- -- 55 389.1 39.6 55 391.5 38.1 1.30 -0.12 0.25 0.63

ALL 249 249 -0.31 -0.13 0.04§

263 263 0.07 0.24 0.41§

§Everglades Prep. has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,


aAlgebra 1.

bGeometry.

cAlgebra 2.







Effect Size Charter Traditional Effect Size

*p < .05. **p < .01. ***p < .001.

Everglades Prep. (7060)



Reading Mathematics


Charter Traditional



1 23 501.1 557.7 23 501.5 568.3 -0.82 -0.83 -0.25 0.33 23 487.9 531.0 23 489.9 537.5 -0.46 -0.72 -0.14 0.44

2 29 569.4 594.5 29 569.7 598.6 -0.31 -0.60 -0.08 0.43 29 554.2 582.1 29 553.8 574.6 1.19 -0.20 0.32 0.84

3 24 596.5 41.8 24 593.2 43.2 -0.74 -0.78 -0.22 0.35 24 568.4 42.3 24 567.5 43.3 -0.37 -0.68 -0.11 0.46

4 21 201.4 46.0 21 198.4 47.0 -0.69 -0.83 -0.22 0.39 21 208.4 44.7 21 206.5 50.8 -5.23 *** -2.36 -1.65 -0.95

5 15 204.9 47.5 15 204.9 47.3 0.43 -0.55 0.16 0.88 16 214.9 45.1 16 212.5 48.5 -1.68 -1.32 -0.61 0.10

6 28 208.2 43.9 28 209.1 43.3 0.42 -0.41 0.11 0.64 28 213.3 44.3 28 215.4 43.3 1.29 -0.18 0.35 0.88

7 20 208.4 44.9 20 207.6 42.3 1.53 -0.13 0.50 1.13 18 203.1 39.2 18 203.5 39.1 -0.20 -0.72 -0.07 0.58

7a

-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- -- --

8 29 225.1 45.5 29 223.2 44.9 -0.40 -0.62 -0.11 0.41 22 223.3 45.4 22 223.9 45.5 -0.76 -0.83 -0.23 0.36

8a

-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

8b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

9a

12 228.8 48.1 12 226.0 44.5 1.04 -0.37 0.44 1.25 8 -- -- 8 -- -- -- -- -- --

9b

-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

ALL 201 201 -0.20 0.00 0.19§

181 181 -0.37 -0.16 0.05§

Effect Size







§Excelsior Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



Excelsior Academy (5032)



Reading Mathematics



1 25 479.0 542.8 25 482.4 542.3 0.39 -0.44 0.11 0.67 25 487.0 549.6 25 486.5 524.4 2.71 ** 0.21 0.78 1.36

2 18 533.1 564.4 18 541.4 579.2 -0.32 -0.77 -0.11 0.54 18 543.2 553.1 18 548.3 602.4 -2.94 ** -1.70 -1.01 -0.31

3 12 578.6 42.9 12 585.8 47.8 -0.89 -1.19 -0.38 0.43 12 569.4 42.8 12 570.3 46.3 -0.93 -1.21 -0.40 0.41

4 13 180.8 48.2 13 180.5 39.1 3.27 ** 0.48 1.33 2.19 13 181.9 43.8 13 187.2 45.6 1.02 -0.36 0.42 1.20

5 21 197.0 39.1 21 197.4 46.8 -3.22 ** -1.66 -1.02 -0.37 21 189.8 34.2 21 195.7 47.1 -4.05 *** -1.95 -1.28 -0.62

6 42 204.0 41.4 42 205.7 41.5 1.47 -0.11 0.32 0.76 42 210.3 41.4 42 210.5 40.6 2.82 ** 0.19 0.62 1.06

7 37 219.2 44.7 37 219.5 44.8 1.39 -0.13 0.33 0.79 36 211.1 44.8 36 213.8 45.9 1.17 -0.18 0.28 0.74

8 12 212.0 42.2 12 211.3 42.9 0.49 -0.59 0.21 1.01 12 220.4 49.2 12 220.4 48.5 0.78 -0.47 0.33 1.14

ALL 180 180 -0.10 0.11 0.32§

179 179 -0.10 0.12 0.33§








§Excelsior Language Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.

Excelsior Language Academy (5029)



Reading Mathematics


Charter Traditional



6 95 210.2 42.8 95 210.3 44.0 -1.79 -0.55 -0.26 0.02 96 212.3 48.1 96 212.4 43.7 4.20 *** 0.32 0.61 0.90

7 93 214.8 45.7 93 214.7 45.0 0.53 -0.21 0.08 0.37 75 217.9 44.3 75 218.3 43.9 0.30 -0.27 0.05 0.37

7a

-- -- -- -- -- -- -- -- -- -- 19 250.6 52.6 19 245.9 51.4 -0.01 -0.64 0.00 0.63

8 86 223.9 46.0 86 223.5 46.2 -0.59 -0.39 -0.09 0.21 60 225.5 49.4 60 225.4 46.5 2.61 * 0.12 0.48 0.84

8a

-- -- -- -- -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --

8b

-- -- -- -- -- -- -- -- -- -- 17 247.8 51.1 17 243.8 52.7 -1.32 -1.15 -0.47 0.22

ALL 274 274 -0.26 -0.09 0.08§

267 267 0.13 0.31 0.48§







§Florida International Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

Florida International Academy (6010)



Reading Mathematics



*p < .05. **p < .01. ***p < .001.



1 34 546.3 591.5 34 544.8 594.5 -0.16 -0.51 -0.04 0.44 34 531.5 585.9 34 528.4 595.5 -1.13 -0.76 -0.28 0.20

2 46 588.0 626.4 46 584.5 635.2 -1.52 -0.73 -0.32 0.09 46 574.6 620.5 46 569.3 600.7 3.05 ** 0.22 0.64 1.06

3 46 624.3 52.0 46 621.1 54.2 -1.91 -0.82 -0.40 0.01 46 606.8 52.0 46 605.7 51.1 1.10 -0.18 0.23 0.64

4 39 206.4 51.1 39 205.8 52.5 -1.09 -0.70 -0.25 0.20 39 209.3 48.1 39 208.4 50.7 -2.20 * -0.96 -0.51 -0.05

5 44 213.3 52.1 44 211.9 49.9 2.08 * 0.03 0.45 0.87 44 206.6 44.3 44 208.1 47.0 -1.76 -0.80 -0.38 0.04

6 49 217.8 52.1 49 218.9 50.3 2.12 * 0.03 0.43 0.83 48 218.2 49.5 48 219.2 49.1 0.93 -0.21 0.19 0.59

7 43 234.4 55.1 43 233.7 50.2 4.16 *** 0.46 0.91 1.35 43 234.9 54.0 43 235.6 54.0 0.48 -0.32 0.10 0.53

8 41 229.4 48.4 41 227.2 48.3 -0.12 -0.46 -0.03 0.41 19 224.1 51.4 19 226.7 44.3 2.38 * 0.13 0.79 1.46

8a

-- -- -- -- -- -- -- -- -- -- 22 247.9 49.5 22 248.9 52.5 -1.00 -0.90 -0.31 0.29

ALL 342 342 -0.06 0.09 0.24§

341 341 -0.11 0.04 0.20§

Effect Size

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.







§Franklin B. Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


Charter Traditional

Franklin B. Academy (5044)



Reading Mathematics


Charter Traditional Effect Size



1 27 483.1 537.1 27 486.9 531.7 0.74 -0.33 0.21 0.74 26 485.6 540.0 26 485.5 527.8 1.86 -0.03 0.52 1.08

2 21 552.7 590.7 21 552.6 587.3 0.47 -0.46 0.15 0.76 21 537.0 561.1 21 536.7 570.4 -1.04 -0.94 -0.33 0.28

3 25 582.2 40.0 25 579.6 39.9 -0.15 -0.60 -0.04 0.51 25 554.9 42.3 25 559.2 40.4 1.37 -0.17 0.39 0.95

4 21 185.4 42.9 21 186.2 38.5 2.55 * 0.18 0.81 1.44 21 197.7 44.6 21 198.7 46.5 -0.78 -0.85 -0.25 0.36

5 12 195.0 42.3 12 193.1 40.1 0.89 -0.43 0.38 1.19 12 206.8 45.0 12 206.4 45.9 -0.46 -1.00 -0.20 0.60

6 26 202.7 43.0 26 202.3 42.1 0.71 -0.34 0.20 0.75 25 206.0 41.3 25 207.7 40.8 0.60 -0.38 0.17 0.73

7 25 212.8 43.4 25 213.3 42.2 0.84 -0.31 0.24 0.80 25 216.6 43.8 25 216.2 43.2 0.30 -0.47 0.09 0.64

8 28 218.8 45.3 28 217.1 42.3 1.75 -0.06 0.48 1.01 11 208.9 38.9 11 210.8 40.3 -0.21 -0.93 -0.09 0.74

8a

-- -- -- -- -- -- -- -- -- -- 15 233.3 39.2 15 233.9 47.5 -2.54 * -1.72 -0.96 -0.20

8b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

ALL 185 185 0.08 0.28 0.49§

181 181 -0.20 0.01 0.21§

*p < .05. **p < .01. ***p < .001.



aAlgebra 1.

bGeometry.

cAlgebra 2.

Gibson (2060)



Reading Mathematics







§Gibson has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school comparison group, based on

the confidence intervals of the effect sizes reported for "ALL" grades above.



10 3 -- -- 3 -- -- -- -- -- --§

-- -- -- -- -- -- -- -- -- --§


aAlgebra 1.

bGeometry.

cAlgebra 2.

Green Springs High School (7067)



Reading Mathematics


*p < .05. **p < .01. ***p < .001.







§Green Springs High School has test scores that could not be compared in Reading with those of the traditional school comparison group, due to the small number of students who

met the criteria for inclusion in the analysis.



6 131 218.7 47.8 131 218.6 49.3 -0.98 -0.36 -0.12 0.12 128 221.3 47.3 128 220.4 48.4 -0.46 -0.30 -0.06 0.19

7 155 224.7 49.0 155 224.5 48.9 1.55 -0.05 0.18 0.40 156 221.2 49.5 156 223.4 48.9 2.85 ** 0.10 0.32 0.55

8 193 229.3 50.2 193 230.7 50.5 1.53 -0.04 0.16 0.36 141 226.3 48.5 141 225.5 48.2 0.61 -0.16 0.07 0.31

8a

-- -- -- -- -- -- -- -- -- -- 39 255.7 58.3 39 252.1 53.6 3.11 ** 0.26 0.71 1.17

8b

-- -- -- -- -- -- -- -- -- -- 10 251.5 61.8 10 252.6 56.5 3.02 ** 0.43 1.42 2.42

ALL 479 479 -0.04 0.09 0.21§

464 464 0.06 0.19 0.32§

Imagine School at Dade (5006)Charter School vs. Traditional M-DCPS Comparison GroupMean Pre- and Post- Test Scores and Difference Statistics

Reading MathematicsDifference Difference



more than one statewide mathematics assessment was administered. Observed mean pre- and posttest scores are only provided for grade groups in which data were available for ten or aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

§Imagine School at Dade has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison




1 74 481.9 557.6 74 481.7 550.3 0.48 -0.24 0.08 0.40 74 495.6 563.8 74 497.9 554.8 1.73 -0.04 0.29 0.61

2 76 573.6 609.2 76 572.0 614.8 -2.06 * -0.66 -0.34 -0.02 76 573.7 602.4 76 574.5 617.6 -3.16 ** -0.84 -0.52 -0.19

3 94 608.1 52.9 94 605.6 49.2 2.51 * 0.08 0.37 0.66 94 599.4 50.4 94 598.7 47.8 2.02 * 0.01 0.30 0.58

4 69 204.7 50.9 69 204.8 52.2 -2.29 * -0.73 -0.39 -0.06 70 204.1 50.0 70 205.1 51.9 -2.04 * -0.68 -0.35 -0.01

5 79 212.5 50.4 79 212.9 49.5 0.21 -0.28 0.03 0.34 79 222.1 50.5 79 222.9 53.4 -3.22 ** -0.83 -0.52 -0.20

ALL 392 392 -0.16 -0.02 0.12§

393 393 -0.28 -0.14 0.00§

§iMater Academy has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison group,



Reading Mathematics

*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.









iMater Academy (5384)




6 280 222.9 51.3 280 222.3 50.7 0.29 -0.14 0.02 0.19 279 222.4 51.5 279 221.9 49.0 2.22 * 0.02 0.19 0.35

7 239 223.4 50.5 239 223.7 47.9 4.11 *** 0.20 0.38 0.56 236 218.4 51.9 236 220.2 47.7 6.65 *** 0.43 0.61 0.80

7a

-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

8 187 228.3 49.2 187 228.7 49.8 -0.78 -0.28 -0.08 0.12 122 222.0 48.1 122 223.0 47.7 -0.03 -0.25 0.00 0.25

8a

-- -- -- -- -- -- -- -- -- -- 62 246.1 53.1 62 246.3 54.0 -1.57 -0.64 -0.28 0.07

8b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

ALL 706 706 0.01 0.11 0.22§

699 699 0.15 0.25 0.36§







§iMater Academy Middle School has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

iMater Academy Middle School (6014)



Reading Mathematics





9a

168 234.5 49.6 168 234.5 48.2 0.50 -0.16 0.05 0.27 98 227.7 45.4 98 228.9 38.5 4.41 *** 0.35 0.63 0.92

9b

-- -- -- -- -- -- -- -- -- -- 62 252.7 53.7 62 252.0 53.0 -0.66 -0.47 -0.12 0.23

9c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- --

10b

122 238.0 52.0 122 237.4 49.2 1.78 -0.02 0.23 0.48 74 236.0 43.9 74 235.9 42.2 0.49 -0.24 0.08 0.40

10c

-- -- -- -- -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 41 402.2 39.0 41 402.6 35.3 1.03 -0.20 0.23 0.66

ALL 290 290 -0.04 0.13 0.29§

275 275 0.08 0.25 0.42§

*p < .05. **p < .01. ***p < .001.









§iMater Prep. Academy High School has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

iMater Prep. Academy High School (7090)



Reading Mathematics



6 75 233.5 57.6 75 231.3 53.9 2.42 * 0.08 0.40 0.72 76 241.3 57.4 76 238.9 55.0 0.70 -0.20 0.11 0.43

7 100 236.8 56.5 100 232.2 53.0 1.94 0.00 0.28 0.55 76 233.9 55.6 76 230.7 53.1 0.65 -0.21 0.11 0.42

7a

-- -- -- -- -- -- -- -- -- -- 24 256.5 59.3 24 253.4 60.4 -1.77 -1.10 -0.52 0.05

8 85 241.4 55.7 85 239.4 55.5 -0.69 -0.41 -0.11 0.19 24 236.1 58.3 24 232.9 53.7 1.36 -0.17 0.40 0.97

8a

-- -- -- -- -- -- -- -- -- -- 53 256.4 54.3 53 256.4 59.5 -3.19 ** -1.02 -0.63 -0.24

8b

-- -- -- -- -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --

ALL 260 260 0.01 0.18 0.36§

253 253 -0.25 -0.07 0.11§

aAlgebra 1.

bGeometry.

cAlgebra 2.


International Studies Charter (6045)



Reading Mathematics


§International Studies Charter has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school


*p < .05. **p < .01. ***p < .001.









9a

92 244.7 56.1 92 243.9 54.0 -0.64 -0.38 -0.10 0.19 9 -- -- 9 -- -- -- -- -- --

9b

-- -- -- -- -- -- -- -- -- -- 54 253.0 54.0 54 252.7 57.1 -2.90 ** -0.95 -0.56 -0.18

9c

-- -- -- -- -- -- -- -- -- -- 13 429.9 59.8 13 430.7 60.1 -0.99 -1.18 -0.41 0.37

10b

74 250.4 56.2 74 250.4 54.5 -0.87 -0.47 -0.14 0.18 17 242.1 50.9 17 243.6 47.8 0.04 -0.66 0.01 0.69

10c

-- -- -- -- -- -- -- -- -- -- 40 421.4 55.2 40 419.6 49.1 1.56 -0.09 0.35 0.80

11c

-- -- -- -- -- -- -- -- -- -- 37 414.4 51.0 37 410.8 41.9 2.67 ** 0.16 0.63 1.10

ALL 166 166 -0.33 -0.12 0.10§

161 161 -0.21 0.01 0.23§

aAlgebra 1.

bGeometry.

cAlgebra 2.







§International Studies Charter High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the

traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.

International Studies Charter High School (7007)



Reading Mathematics

*p < .05. **p < .01. ***p < .001.





9a

91 234.4 49.6 91 234.4 48.6 2.14 * 0.03 0.32 0.61 64 232.7 40.0 64 231.2 41.5 -1.06 -0.54 -0.19 0.16

9b

-- -- -- -- -- -- -- -- -- -- 24 245.0 49.3 24 245.0 45.2 3.40 ** 0.40 1.00 1.60

9c

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

ALL 91 91 0.03 0.32 0.61§

88 88 -0.19 0.11 0.41§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



ITECH@Thomas Edison (7005)



Reading Mathematics







§ITECH@Thomas Edison has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school comparison




6 95 231.2 56.6 95 229.3 54.1 0.67 -0.19 0.10 0.38 95 231.3 59.4 95 229.7 53.2 4.38 *** 0.35 0.64 0.93

ALL 95 95 -0.19 0.10 0.38§

95 95 0.35 0.64 0.93§

Traditional Effect Size

Just Arts & Management (6083)



Reading Mathematics


Charter Traditional Effect Size Charter







aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

§Just Arts & Management has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison




9a

245 232.2 47.6 245 230.5 47.5 -1.07 -0.27 -0.10 0.08 156 233.5 43.4 156 234.6 41.2 2.68 ** 0.08 0.30 0.53

9b

-- -- -- -- -- -- -- -- -- -- 53 238.8 48.1 53 242.1 48.4 0.83 -0.22 0.16 0.54

9c

-- -- -- -- -- -- -- -- -- -- 28 408.0 50.6 28 416.8 49.1 2.82 ** 0.22 0.77 1.31

10b

293 235.3 46.7 293 235.1 47.1 -0.57 -0.21 -0.05 0.11 175 232.4 41.1 175 232.1 40.7 0.38 -0.17 0.04 0.25

10c

-- -- -- -- -- -- -- -- -- -- 67 417.1 49.4 67 416.5 44.0 3.60 *** 0.28 0.63 0.97

11c

-- -- -- -- -- -- -- -- -- -- 162 394.0 39.1 162 396.0 36.3 3.36 *** 0.15 0.37 0.59

ALL 538 538 -0.19 -0.07 0.05§

641 641 0.18 0.29 0.40§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

§Keys Gate High School has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison


Keys Gate High School (7050)


Mean Pre- and Post- Test Scores and Difference StatisticsReading Mathematics











1 187 512.5 558.7 187 513.1 573.4 -3.65 *** -0.58 -0.38 -0.17 190 514.9 547.0 190 512.9 558.9 -3.82 *** -0.60 -0.39 -0.19

2 207 569.2 611.1 207 571.9 611.2 0.11 -0.18 0.01 0.20 206 560.9 590.9 206 562.1 603.8 -4.38 *** -0.63 -0.43 -0.24

3 223 615.4 50.7 223 614.4 50.7 -0.07 -0.19 -0.01 0.18 223 602.1 51.0 223 602.6 51.4 -0.23 -0.21 -0.02 0.16

4 237 205.5 51.2 237 204.6 52.1 -2.07 * -0.37 -0.19 -0.01 236 208.1 50.8 236 206.3 53.1 -4.76 *** -0.62 -0.44 -0.26

5 251 213.9 50.6 251 214.2 50.4 0.62 -0.12 0.06 0.23 251 211.8 48.8 251 214.9 47.6 3.41 *** 0.13 0.30 0.48

6 231 218.3 49.6 231 219.2 48.5 3.20 ** 0.11 0.30 0.48 230 216.9 49.5 230 217.3 47.8 4.46 *** 0.23 0.42 0.60

7 245 225.7 48.0 245 225.5 49.7 -2.07 * -0.36 -0.19 -0.01 192 221.6 45.6 192 219.6 46.4 -1.22 -0.33 -0.13 0.07

7a

-- -- -- -- -- -- -- -- -- -- 46 248.6 55.1 46 248.0 57.5 -1.45 -0.72 -0.30 0.11

8 254 226.2 47.3 254 228.5 48.6 -0.28 -0.20 -0.02 0.15 135 223.9 48.1 135 223.7 48.2 0.37 -0.19 0.04 0.28

8a

-- -- -- -- -- -- -- -- -- -- 53 235.8 50.0 53 240.7 48.0 2.15 * 0.04 0.42 0.81

8b

-- -- -- -- -- -- -- -- -- -- 55 241.0 49.7 55 245.0 57.4 -5.44 *** -1.45 -1.05 -0.65

ALL 1,835 1,835 -0.11 -0.05 0.02§

1,817 1,817 -0.15 -0.09 -0.02§


Reading Mathematics



*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.







§Keys Gate has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based on


Keys Gate (3610)




9a

46 231.5 48.1 46 232.7 48.7 -1.22 -0.67 -0.26 0.15 27 236.7 44.1 27 233.8 43.9 -1.32 -0.90 -0.37 0.17

9b

-- -- -- -- -- -- -- -- -- -- 17 249.5 53.2 17 247.4 50.1 0.31 -0.56 0.11 0.78

10b

54 242.2 48.5 54 240.6 50.7 -2.97 ** -0.96 -0.58 -0.19 45 237.4 46.5 45 235.0 44.7 -0.08 -0.43 -0.02 0.40

10c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 26 428.8 39.7 26 422.3 42.5 -1.74 -1.04 -0.49 0.06

ALL 100 100 -0.71 -0.43 -0.15§

115 115 -0.44 -0.18 0.07§

Life Skills Center Northwest Miami (7066)



Reading Mathematics








*p < .05. **p < .01. ***p < .001.

§Life Skills Center Northwest Miami has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.



10b

12 213.2 32.7 12 210.9 39.0 -2.13 * -1.75 -0.91 -0.06 1 -- -- 1 -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

ALL 12 12 -1.75 -0.91 -0.06§

-- -- -- -- -- -- -- -- -- --§

*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.

Life Skills Center of Miami (7015)








§Life Skills Center of Miami has test scores that are significantly lower in Reading than those of the traditional school comparison group, based on the confidence intervals of the


Reading Mathematics





1 52 488.7 554.1 52 483.1 551.6 0.23 -0.34 0.05 0.43 52 501.1 551.8 52 502.0 539.4 1.91 -0.01 0.38 0.77

2 43 553.7 596.3 43 553.9 593.7 0.36 -0.34 0.08 0.50 43 549.5 570.9 43 549.2 597.8 -4.05 *** -1.33 -0.88 -0.44

3 49 586.4 48.2 49 587.1 44.0 2.81 ** 0.17 0.57 0.98 49 589.6 51.5 49 590.4 48.4 2.16 * 0.04 0.44 0.84

4 34 195.7 50.2 34 194.9 46.3 2.16 * 0.05 0.53 1.02 34 206.1 50.8 34 201.5 47.6 0.93 -0.25 0.23 0.71

5 30 208.5 51.4 30 208.0 46.3 3.02 ** 0.27 0.79 1.32 30 227.7 49.5 30 226.4 48.6 0.62 -0.34 0.16 0.67

6 5 -- -- 5 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --

ALL 213 213 0.16 0.36 0.55§

208 208 -0.10 0.09 0.29§







*p < .05. **p < .01. ***p < .001.

§Lincoln Marti Leisure City has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school




Lincoln Marti Leisure City (5043)



Reading Mathematics

aAlgebra 1.

bGeometry.

cAlgebra 2.



1 95 469.5 515.2 95 471.6 545.0 -5.85 *** -1.15 -0.85 -0.56 94 477.4 534.5 94 477.7 546.0 -3.23 ** -0.76 -0.47 -0.18

2 87 537.2 589.1 87 537.9 596.1 -2.59 * -0.69 -0.39 -0.09 87 561.0 598.9 87 558.6 606.5 -2.60 * -0.70 -0.40 -0.10

3 71 602.3 48.5 71 602.0 49.7 -1.79 -0.63 -0.30 0.03 72 600.7 48.3 72 599.9 48.1 -0.67 -0.44 -0.11 0.21

4 48 199.0 49.3 48 198.6 49.9 -1.73 -0.76 -0.36 0.05 48 216.7 50.5 48 213.5 51.2 -2.51 * -0.92 -0.52 -0.11

5 67 218.9 49.4 67 215.0 50.5 -2.86 ** -0.84 -0.50 -0.15 67 221.0 45.3 67 219.6 50.9 -6.90 *** -1.57 -1.20 -0.83

6 64 214.8 47.5 64 211.9 45.0 0.46 -0.26 0.08 0.43 64 222.5 47.7 64 219.4 46.3 -1.17 -0.56 -0.21 0.14

7 44 223.0 45.1 44 218.2 46.3 -2.63 * -0.99 -0.57 -0.14 44 237.2 55.9 44 229.0 49.9 1.61 -0.07 0.35 0.77

8 41 222.5 47.4 41 216.2 44.8 -0.22 -0.48 -0.05 0.38 41 242.5 60.0 41 232.1 51.4 1.79 -0.04 0.40 0.84

ALL 517 517 -0.52 -0.40 -0.27§

517 517 -0.44 -0.32 -0.20§

§Lincoln Marti Little Havana has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison









*p < .05. **p < .01. ***p < .001.

Lincoln Marti Little Havana (5025)



Reading Mathematics


aAlgebra 1.

bGeometry.

cAlgebra 2.



1 38 555.9 596.2 38 552.8 589.8 0.75 -0.28 0.17 0.62 38 531.3 614.6 38 529.3 567.3 5.74 *** 0.84 1.33 1.83

2 36 565.6 627.5 36 565.3 607.5 3.00 ** 0.24 0.72 1.19 36 580.4 679.4 36 584.2 598.7 9.51 *** 1.68 2.27 2.87

3 40 600.5 48.0 40 599.8 50.1 -1.20 -0.71 -0.27 0.17 40 610.3 51.5 40 607.7 51.2 0.18 -0.40 0.04 0.48

4 34 189.9 48.4 34 191.2 45.5 1.89 -0.02 0.47 0.95 34 192.2 47.4 34 191.8 44.2 2.36 * 0.10 0.58 1.07

5 37 212.4 51.4 37 212.3 51.1 0.41 -0.36 0.10 0.55 37 219.0 47.1 37 218.4 50.4 -1.97 -0.93 -0.46 0.00

6 27 212.5 47.6 27 212.9 45.0 1.21 -0.20 0.34 0.87 27 204.8 47.9 27 207.1 41.4 3.05 ** 0.29 0.85 1.40

7 31 218.4 48.6 31 216.8 43.4 2.52 * 0.14 0.65 1.16 31 217.9 48.6 31 216.7 44.7 1.70 -0.06 0.44 0.94

8 21 227.2 51.7 21 228.5 48.5 1.30 -0.20 0.41 1.02 11 213.5 44.9 11 215.4 44.0 -0.11 -0.89 -0.05 0.79

8a

-- -- -- -- -- -- -- -- -- -- 10 242.1 51.1 10 243.0 46.3 0.92 -0.46 0.43 1.32

ALL 264 264 0.12 0.29 0.47§

254 254 0.38 0.56 0.74§







*p < .05. **p < .01. ***p < .001.

§Lincoln Marti Hialeah has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,


aAlgebra 1.

bGeometry.

cAlgebra 2.

Lincoln Marti Hialeah (5007)



Reading Mathematics





1 166 527.4 583.4 166 527.5 583.0 -1.57 -0.39 -0.17 0.04 166 532.9 581.0 166 533.3 578.9 -0.68 -0.29 -0.07 0.14

2 144 586.7 626.9 144 584.2 626.6 -1.62 -0.42 -0.19 0.04 144 580.5 616.3 144 579.8 624.1 -4.05 *** -0.71 -0.48 -0.24

3 149 622.7 53.3 149 622.1 53.9 -2.21 * -0.49 -0.26 -0.03 148 612.0 53.7 148 611.6 52.2 0.48 -0.17 0.06 0.28

4 143 211.4 54.8 143 210.3 53.1 -0.04 -0.24 0.00 0.23 143 214.2 55.4 143 214.1 53.3 0.90 -0.13 0.11 0.34

5 130 219.9 54.3 130 219.4 53.8 -1.77 -0.46 -0.22 0.02 130 219.8 49.7 130 220.9 51.9 -5.51 *** -0.94 -0.69 -0.44

ALL 732 732 -0.27 -0.17 -0.07§

731 731 -0.30 -0.19 -0.09§







*p < .05. **p < .01. ***p < .001.

§Mater Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based on


aAlgebra 1.

bGeometry.

cAlgebra 2.



Mater Academy (0100)



Reading Mathematics



1 35 538.1 600.1 35 534.8 582.6 0.86 -0.26 0.21 0.68 35 545.4 595.0 35 541.4 595.7 -0.79 -0.66 -0.19 0.28

2 18 591.9 638.7 18 579.7 616.6 1.00 -0.32 0.34 1.00 18 594.4 622.2 18 578.2 627.3 -1.62 -1.22 -0.56 0.11

3 14 632.6 55.4 14 614.0 50.6 0.06 -0.72 0.02 0.76 14 602.3 46.6 14 599.2 51.9 -3.08 ** -2.02 -1.21 -0.40

4 12 219.7 57.9 12 214.9 58.6 -1.58 -1.50 -0.68 0.15 12 216.3 53.7 12 223.0 59.1 -1.11 -1.29 -0.47 0.34

5 9 -- -- 9 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --

ALL 88 88 -0.24 0.08 0.39§

79 79 -0.79 -0.48 -0.16§

§Mater Academy At Mt. Sinai has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school









*p < .05. **p < .01. ***p < .001.

Mater Academy at Mt. Sinai (5054)



Reading Mathematics


aAlgebra 1.

bGeometry.

cAlgebra 2.



1 126 511.8 578.1 126 510.3 568.7 -0.24 -0.28 -0.03 0.22 126 513.1 561.3 126 514.8 556.6 -0.31 -0.29 -0.04 0.21

2 118 595.2 621.0 118 589.1 624.5 -3.40 *** -0.70 -0.44 -0.19 118 576.4 617.3 118 574.4 610.3 -0.38 -0.30 -0.05 0.21

3 79 633.9 56.8 79 629.0 55.4 -0.34 -0.37 -0.05 0.26 79 622.3 57.8 79 620.4 54.3 1.78 -0.03 0.29 0.60

4 71 217.9 58.7 71 214.1 55.3 0.97 -0.16 0.16 0.49 71 225.9 61.2 71 222.7 56.0 3.23 ** 0.21 0.55 0.88

5 65 221.9 55.2 65 222.0 53.7 -0.32 -0.40 -0.06 0.29 65 236.7 56.0 65 233.5 54.3 -0.43 -0.42 -0.08 0.27

ALL 459 459 -0.24 -0.11 0.02§

459 459 -0.03 0.10 0.23§







*p < .05. **p < .01. ***p < .001.

§Mater Academy East has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


Mater Academy East (3100)



Reading Mathematics



aAlgebra 1.

bGeometry.

cAlgebra 2.



9a

93 236.5 49.8 93 235.4 49.4 -1.95 -0.58 -0.29 0.00 55 228.6 43.1 55 229.7 41.6 -0.69 -0.51 -0.13 0.24

9c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10c

101 237.1 49.2 101 236.8 47.8 -0.78 -0.39 -0.11 0.17 39 406.9 41.9 39 409.3 42.6 -1.04 -0.68 -0.24 0.21

11c

-- -- -- -- -- -- -- -- -- -- 38 395.9 40.2 38 396.1 37.6 -0.28 -0.51 -0.07 0.38

ALL 194 194 -0.39 -0.19 0.00§

132 132 -0.39 -0.14 0.10§







*p < .05. **p < .01. ***p < .001.

§Mater Academy East High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional




aAlgebra 1.

bGeometry.

cAlgebra 2.

Mater Academy East High School (7037)



Reading Mathematics



9a

481 244.5 53.7 481 244.3 52.5 -2.37 * -0.28 -0.15 -0.03 172 240.8 47.8 172 240.9 48.3 -3.20 ** -0.56 -0.35 -0.13

9b

-- -- -- -- -- -- -- -- -- -- 238 247.8 55.0 238 247.4 50.8 2.48 * 0.05 0.23 0.41

9c

-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- --

10b

398 243.7 53.2 398 242.7 52.5 -3.63 *** -0.40 -0.26 -0.12 173 239.1 47.7 173 239.1 45.3 0.50 -0.16 0.05 0.26

10c

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 231 418.0 44.3 231 414.7 40.6 -0.10 -0.19 -0.01 0.17

ALL 879 879 -0.29 -0.20 -0.11§

814 814 -0.09 0.00 0.10§

§Mater Academy High School has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school









*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.

Mater Academy High School (7160)



Reading Mathematics




9a

20 235.5 51.9 20 234.4 48.1 1.15 -0.25 0.37 1.00 16 232.4 50.4 16 232.5 45.3 1.38 -0.20 0.50 1.21

9b

-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

ALL 20 20 -0.25 0.37 1.00§

16 16 -0.20 0.50 1.21§







*p < .05. **p < .01. ***p < .001.

§Mater Academy High School International Studies has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of

the traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.

aAlgebra 1.

bGeometry.

cAlgebra 2.

Mater Academy High School International Studies (7024)



Reading Mathematics





1 116 513.3 565.4 116 511.4 569.1 -1.72 -0.48 -0.23 0.03 116 513.6 563.4 116 514.4 559.3 0.35 -0.21 0.05 0.30

2 115 560.0 604.3 115 560.3 603.2 -0.64 -0.34 -0.09 0.17 114 551.4 612.3 114 551.1 595.5 2.82 ** 0.11 0.38 0.64

3 103 609.5 49.6 103 609.1 49.1 -0.28 -0.31 -0.04 0.23 103 608.3 48.4 103 607.9 48.8 -1.13 -0.43 -0.16 0.12

4 73 203.6 50.1 73 204.2 51.1 -1.73 -0.62 -0.29 0.04 73 211.9 49.2 73 211.0 53.2 -5.46 *** -1.25 -0.91 -0.57

5 24 207.8 44.3 24 207.9 47.3 -2.34 * -1.27 -0.69 -0.11 24 214.5 47.7 24 214.5 47.4 -0.73 -0.78 -0.21 0.35

ALL 431 431 -0.31 -0.18 -0.04§

430 430 -0.22 -0.08 0.05§







*p < .05. **p < .01. ***p < .001.

§Mater Academy International Studies has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.



Mater Academy Intertnational Studies (1017)



Reading Mathematics



6 241 227.3 53.8 241 227.0 52.8 -0.01 -0.18 0.00 0.18 241 231.7 54.7 241 228.2 52.3 0.12 -0.17 0.01 0.19

7 289 234.6 53.9 289 234.5 53.0 0.02 -0.16 0.00 0.16 271 238.4 52.6 271 233.2 53.0 -6.86 *** -0.76 -0.59 -0.42

7a

-- -- -- -- -- -- -- -- -- -- 17 257.9 59.2 17 257.5 58.8 -0.68 -0.92 -0.24 0.43

8 256 239.5 53.5 256 239.1 53.8 -2.27 * -0.37 -0.20 -0.03 163 237.6 57.2 163 233.4 51.2 3.46 *** 0.17 0.38 0.60

8a

-- -- -- -- -- -- -- -- -- -- 89 258.9 60.0 89 258.1 59.2 0.77 -0.18 0.12 0.41

8b

-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

ALL 786 786 -0.16 -0.06 0.03§

781 781 -0.21 -0.11 -0.01§

§Mater Academy Lakes Middle has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school









*p < .05. **p < .01. ***p < .001.

Mater Academy Lakes Middle (6033)



Reading Mathematics


aAlgebra 1.

bGeometry.

cAlgebra 2.



6 405 228.2 52.4 405 227.1 52.3 -1.49 -0.24 -0.10 0.03 406 229.5 53.7 406 227.1 51.5 1.44 -0.04 0.10 0.24

7 409 231.3 52.8 409 231.9 52.1 0.54 -0.10 0.04 0.18 407 237.0 54.0 407 230.9 52.5 -3.55 *** -0.39 -0.25 -0.11

7a

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

8 473 238.7 54.5 473 239.2 53.7 0.85 -0.07 0.06 0.18 136 227.0 50.1 136 224.7 47.4 1.08 -0.11 0.13 0.37

8a

-- -- -- -- -- -- -- -- -- -- 273 247.3 56.2 273 246.5 53.0 3.53 *** 0.13 0.30 0.47

8b

-- -- -- -- -- -- -- -- -- -- 61 257.4 63.9 61 256.6 62.4 1.17 -0.14 0.21 0.57

ALL 1287 1287 -0.08 0.00 0.08§

1283 1283 -0.04 0.04 0.12§







*p < .05. **p < .01. ***p < .001.

§Mater Academy Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


Mater Academy Middle (6012)



Reading Mathematics



aAlgebra 1.

bGeometry.

cAlgebra 2.



5 45 215.1 54.1 45 213.9 49.1 3.35 ** 0.29 0.71 1.14 45 225.9 54.5 45 224.1 51.2 1.85 -0.02 0.39 0.81

6 47 216.3 51.5 47 214.6 45.2 3.49 *** 0.31 0.73 1.14 47 222.8 53.1 47 220.9 45.1 5.24 *** 0.66 1.09 1.53

7 52 224.8 52.3 52 223.5 48.3 2.05 * 0.02 0.41 0.79 52 231.5 52.4 52 227.8 49.9 0.26 -0.33 0.05 0.44

8 38 235.5 54.3 38 234.6 52.1 0.69 -0.29 0.16 0.61 18 224.7 58.1 18 223.5 46.9 4.48 *** 0.79 1.54 2.28

8a

-- -- -- -- -- -- -- -- -- -- 20 250.6 57.6 20 251.6 53.3 1.58 -0.12 0.51 1.14

ALL 182 182 0.30 0.51 0.72§

182 182 0.35 0.56 0.78§







*p < .05. **p < .01. ***p < .001.

§Mater Academy Middle International Studies has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional




aAlgebra 1.

bGeometry.

cAlgebra 2.

Mater Academy Middle International Studies (6047)



Reading Mathematics



9a

316 246.2 55.3 316 246.0 53.3 1.23 -0.06 0.10 0.25 170 244.4 50.3 170 242.7 47.0 -0.03 -0.22 0.00 0.21

9b

-- -- -- -- -- -- -- -- -- -- 135 256.1 58.8 135 255.3 57.1 -0.60 -0.31 -0.07 0.17

9c

-- -- -- -- -- -- -- -- -- -- 12 424.7 53.2 12 426.6 50.5 0.17 -0.73 0.07 0.87

10b

289 245.8 53.6 289 245.4 53.2 -3.41 *** -0.45 -0.28 -0.12 165 240.7 49.4 165 241.7 49.7 -1.78 -0.41 -0.20 0.02

10c

-- -- -- -- -- -- -- -- -- -- 68 423.6 55.9 68 423.0 50.4 1.61 -0.06 0.28 0.62

11c

-- -- -- -- -- -- -- -- -- -- 124 402.1 42.8 124 404.6 40.7 1.32 -0.08 0.17 0.42

ALL 605 605 -0.20 -0.08 0.03§

674 674 -0.11 0.00 0.10§

§Mater Academy Lakes High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional









*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.

Mater Academy Lakes High School (7018)



Reading Mathematics




6 94 217.7 47.8 94 215.2 46.9 0.04 -0.28 0.01 0.29 94 225.7 46.4 94 221.4 45.9 -1.49 -0.51 -0.22 0.07

7 117 224.1 49.0 117 223.3 50.2 -2.40 * -0.57 -0.31 -0.06 104 220.7 47.0 104 219.0 46.8 -1.19 -0.44 -0.17 0.11

7a

-- -- -- -- -- -- -- -- -- -- 11 253.4 59.5 11 252.9 56.6 1.20 -0.32 0.54 1.39

8 105 230.8 50.6 105 226.6 48.5 1.05 -0.12 0.15 0.42 77 226.8 50.1 77 224.8 46.9 2.14 * 0.03 0.35 0.66

8a

-- -- -- -- -- -- -- -- -- -- 22 248.4 52.2 22 246.5 50.1 0.81 -0.34 0.25 0.84

ALL 316 316 -0.22 -0.07 0.09§

308 308 -0.16 0.00 0.16§







§Mater East Academy Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

Mater East Academy Middle (6009)



Reading Mathematics





1 88 543.4 594.8 88 537.3 608.3 -4.39 *** -0.97 -0.67 -0.36 88 527.6 588.3 88 525.7 591.2 -1.57 -0.53 -0.24 0.06

2 96 580.9 618.2 96 585.2 620.8 -0.83 -0.40 -0.12 0.16 96 575.2 616.0 96 578.5 612.7 0.27 -0.24 0.04 0.32

3 98 640.0 54.8 98 635.0 55.2 -2.07 * -0.58 -0.30 -0.02 98 634.5 56.1 98 628.1 53.1 1.89 -0.01 0.27 0.55

4 89 207.3 52.6 89 208.1 52.0 0.26 -0.26 0.04 0.33 89 208.8 53.8 89 207.3 52.0 0.98 -0.15 0.15 0.44

5 101 223.1 53.9 101 222.3 54.4 -1.88 -0.54 -0.27 0.01 101 233.7 54.9 101 230.8 54.8 -1.68 -0.51 -0.24 0.04

ALL 472 472 -0.38 -0.26 -0.13§

472 472 -0.13 0.00 0.12§







§Mater Gardens Academy has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



Mater Gardens Academy (0312)



Reading Mathematics



6 70 229.4 53.2 70 228.4 55.2 -2.86 ** -0.82 -0.49 -0.15 70 233.7 57.8 70 232.0 57.8 -1.62 -0.61 -0.28 0.06

7 73 234.1 52.7 73 234.0 53.3 -1.40 -0.56 -0.23 0.09 47 232.4 53.7 47 229.3 50.3 2.02 * 0.01 0.42 0.83

7a

-- -- -- -- -- -- -- -- -- -- 26 250.3 61.0 26 250.0 56.3 3.06 ** 0.30 0.87 1.44

8 70 236.3 52.4 70 235.3 52.0 -0.63 -0.44 -0.11 0.22 29 239.6 61.8 29 236.0 51.8 3.67 *** 0.43 0.98 1.53

8a

-- -- -- -- -- -- -- -- -- -- 41 255.5 61.8 41 253.5 58.0 1.71 -0.05 0.38 0.82

ALL 213 213 -0.46 -0.27 -0.08§

213 213 0.11 0.30 0.49§

aAlgebra 1.

bGeometry.

cAlgebra 2.

§Mater Gardens Academy Middle has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school


*p < .05. **p < .01. ***p < .001.








Mater Gardens Academy Middle (6042)



Reading Mathematics




1 22 501.0 585.2 22 492.5 586.1 -1.11 -0.94 -0.34 0.25 22 512.6 563.5 22 513.1 565.4 -0.69 -0.81 -0.21 0.38

2 20 573.4 624.7 20 578.2 624.7 -0.15 -0.67 -0.05 0.57 20 573.9 638.6 20 571.9 621.9 0.97 -0.31 0.31 0.94

3 19 604.6 52.4 19 603.7 52.6 -0.20 -0.70 -0.07 0.57 19 581.3 51.2 19 580.1 53.8 -1.70 -1.22 -0.57 0.08

4 19 210.4 56.3 19 208.7 54.4 0.50 -0.47 0.17 0.80 19 212.8 55.7 19 215.5 56.7 -0.35 -0.75 -0.12 0.52

5 20 224.9 55.0 20 225.4 55.6 -0.44 -0.76 -0.14 0.48 20 226.8 54.3 20 227.0 54.8 -0.49 -0.78 -0.16 0.46

6 19 221.4 52.9 19 222.0 51.1 0.92 -0.33 0.31 0.95 19 224.6 48.9 19 225.7 51.0 -0.89 -0.93 -0.30 0.34

7 19 231.6 57.2 19 234.4 52.5 2.52 * 0.17 0.84 1.50 19 229.5 52.8 19 228.7 50.6 0.79 -0.38 0.26 0.90

8 20 241.8 58.2 20 240.1 55.5 1.50 -0.14 0.49 1.12 11 236.7 55.9 11 230.1 53.5 -1.51 -1.54 -0.67 0.19

8a

-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --

ALL 158 158 -0.09 0.13 0.35§

149 149 -0.38 -0.15 0.08§







§Mater Grove Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


Mater Grove Academy (5045)



Reading Mathematics



aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



9a

72 255.5 59.6 72 256.0 58.7 -1.03 -0.50 -0.17 0.15 12 248.4 50.8 12 239.4 45.1 -0.97 -1.22 -0.41 0.40

9b

-- -- -- -- -- -- -- -- -- -- 51 249.5 56.3 51 249.0 56.0 -0.55 -0.50 -0.11 0.28

10b

98 254.3 59.0 98 254.8 58.4 -2.56 * -0.65 -0.37 -0.08 11 246.2 49.7 11 245.1 50.4 -1.17 -1.37 -0.52 0.33

10c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 36 430.3 50.3 36 428.3 46.8 -0.10 -0.49 -0.02 0.44

ALL 170 170 -0.50 -0.28 -0.07§

110 110 -0.42 -0.15 0.11§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

Mater Performing Arts & Entertainment (7014)



Reading Mathematics







§Mater Performing Arts & Entertainment has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional






9a

25 233.4 50.4 25 234.0 48.6 0.52 -0.41 0.15 0.71 24 237.8 50.1 24 235.5 44.5 1.05 -0.26 0.31 0.88

ALL 25 25 -0.41 0.15 0.71§

24 24 -0.26 0.31 0.88§








aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

Mater Prep. Academy High School (7025)



Reading Mathematics


§Mater Prep. Academy High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional





1 14 511.0 583.6 14 500.4 577.8 -0.60 -0.98 -0.23 0.51 14 528.0 575.6 14 523.9 578.5 -1.13 -1.19 -0.44 0.31

2 21 597.7 630.3 21 592.0 628.8 -0.58 -0.79 -0.18 0.42 21 584.7 646.7 21 578.0 608.3 4.22 *** 0.66 1.33 2.01

3 16 619.2 52.6 16 620.0 53.3 -0.51 -0.88 -0.19 0.51 16 606.9 55.8 16 603.7 54.8 -0.09 -0.73 -0.03 0.66

4 20 211.9 59.0 20 214.2 54.4 2.80 ** 0.26 0.91 1.56 20 213.1 56.7 20 214.5 54.6 1.24 -0.23 0.40 1.03

5 19 218.1 54.3 19 217.0 52.8 0.28 -0.54 0.09 0.73 19 219.3 51.3 19 218.2 47.3 2.03 * 0.02 0.68 1.33

6 17 226.7 53.5 17 225.6 54.5 -0.36 -0.80 -0.13 0.54 17 225.6 50.4 17 223.6 51.1 -0.60 -0.89 -0.21 0.46

7 18 243.1 58.6 18 241.2 57.4 1.06 -0.30 0.36 1.02 19 235.2 55.0 19 234.0 52.9 1.29 -0.21 0.43 1.07

8 17 230.5 52.1 17 231.4 53.9 -0.33 -0.79 -0.12 0.56 12 225.6 49.4 12 226.1 49.0 -0.53 -1.03 -0.23 0.58

8a

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

ALL 142 142 -0.16 0.07 0.31§

138 138 0.05 0.29 0.53§







§Mater Prep. Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



Reading Mathematics


Charter Traditional

Mater Prep. Academy (5046)




1 72 511.4 576.5 72 512.0 570.9 0.14 -0.30 0.02 0.35 72 521.4 582.8 72 520.8 566.6 1.93 0.00 0.32 0.65

2 66 570.9 615.9 66 573.4 615.1 -0.20 -0.38 -0.04 0.31 66 573.1 616.0 66 572.9 610.4 0.46 -0.26 0.08 0.42

3 66 623.2 54.3 66 620.6 52.8 0.33 -0.28 0.06 0.40 66 617.4 52.0 66 615.3 55.5 -3.65 *** -0.99 -0.64 -0.29

4 38 203.0 52.1 38 204.2 52.7 -0.64 -0.60 -0.15 0.30 38 202.8 59.1 38 205.4 53.1 4.62 *** 0.59 1.07 1.56

5 37 212.5 49.8 37 211.9 50.1 -0.87 -0.66 -0.21 0.25 37 214.5 50.7 37 214.2 47.3 2.51 * 0.13 0.59 1.06

6 58 219.8 52.2 58 218.4 48.2 2.27 * 0.06 0.43 0.79 58 222.8 54.6 58 220.6 51.8 1.16 -0.15 0.22 0.58

7 42 231.1 53.2 42 227.3 48.9 1.88 -0.02 0.42 0.85 42 237.1 55.0 42 233.5 52.8 0.03 -0.42 0.01 0.43

8 39 233.8 54.3 39 230.8 50.1 2.03 * 0.02 0.46 0.91 37 235.9 59.4 37 232.8 53.1 3.08 ** 0.26 0.73 1.20

8a

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

ALL 418 418 -0.02 0.12 0.25§

416 416 0.07 0.21 0.34§

§Mater Village Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison




Mater Village Academy (5047)



Reading Mathematics

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.









9b

4 -- -- 4 -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10b

19 209.6 37.2 19 213.3 39.4 0.66 -0.42 0.22 0.86 2 -- -- 2 -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 10 383.5 22.0 10 392.2 30.3 -0.81 -1.27 -0.38 0.50

ALL 23 23 -0.42 0.22 0.86§

10 10 -1.27 -0.38 0.50§

Mavericks High School North (7062)



Reading Mathematics









§Mavericks High School North has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



9a

6 -- -- 6 -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

9b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10b

33 215.8 34.8 33 217.5 39.2 -0.55 -0.62 -0.14 0.34 4 -- -- 4 -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

ALL 39 39 -0.62 -0.14 0.34§ §









§Mavericks High School South has test scores that are not significantly different in Reading than those of the traditional school comparison group, based on the confidence intervals

of the effect sizes reported for "ALL" grades above.


Reading Mathematics

Mavericks High School South (7065)


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 196 229.9 53.7 196 232.2 57.8 -3.44 *** -0.55 -0.35 -0.15 195 228.7 53.6 195 233.6 57.1 0.20 -0.18 0.02 0.22

7 215 236.2 55.1 215 239.3 58.3 -2.53 * -0.43 -0.24 -0.05 179 229.9 52.0 179 236.5 56.4 -1.94 -0.41 -0.21 0.00

7a

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

8 178 241.5 53.7 178 248.1 59.4 -4.34 *** -0.67 -0.46 -0.25 112 237.6 59.1 112 234.8 54.9 0.64 -0.18 0.09 0.35

8a

-- -- -- -- -- -- -- -- -- -- 46 255.7 56.7 46 254.4 57.5 -0.61 -0.54 -0.13 0.28

8b

-- -- -- -- -- -- -- -- -- -- 16 244.1 54.5 16 249.9 62.7 -3.08 ** -1.87 -1.13 -0.38

9a

159 251.3 54.8 159 256.5 57.4 0.80 -0.13 0.09 0.31 95 247.8 51.6 95 247.7 51.4 2.68 ** 0.10 0.39 0.68

9b

-- -- -- -- -- -- -- -- -- -- 47 249.6 55.0 47 251.7 56.9 1.02 -0.19 0.21 0.62

9c

-- -- -- -- -- -- -- -- -- -- 11 427.3 54.5 11 431.7 61.4 -0.92 -1.26 -0.41 0.43

10b

146 249.8 54.7 146 255.2 57.6 1.58 -0.04 0.19 0.42 91 244.4 50.2 91 246.3 52.6 0.23 -0.26 0.03 0.32

10c

-- -- -- -- -- -- -- -- -- -- 29 428.6 54.8 29 430.0 58.3 -0.04 -0.53 -0.01 0.5011

c-- -- -- -- -- -- -- -- -- -- 48 418.8 49.9 48 422.5 49.6 3.13 ** 0.23 0.65 1.06

ALL 894 894 -0.27 -0.18 -0.09§

869 869 -0.06 0.03 0.13§

Miami Arts (7059)



Reading Mathematics


§Miami Arts has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison group, based









aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 46 512.3 585.5 46 521.9 604.2 -1.19 -0.66 -0.25 0.16 46 513.8 565.2 46 519.6 599.2 -3.64 *** -1.19 -0.77 -0.34

2 54 578.7 622.9 54 593.7 629.4 0.89 -0.21 0.17 0.55 53 577.5 606.6 53 580.7 625.3 -1.44 -0.67 -0.28 0.10

3 47 628.4 54.4 47 630.0 56.3 -0.08 -0.42 -0.02 0.39 47 600.8 53.4 47 611.6 55.2 0.38 -0.33 0.08 0.48

4 47 211.2 54.5 47 212.7 57.0 -0.18 -0.44 -0.04 0.37 47 211.0 53.8 47 212.1 56.2 0.07 -0.39 0.02 0.42

5 46 220.4 54.0 46 222.8 56.8 -0.06 -0.42 -0.01 0.40 46 223.9 52.3 46 225.2 54.7 0.15 -0.38 0.03 0.44

ALL 240 240 -0.20 -0.02 0.16§

239 239 -0.36 -0.18 0.00§

§Miami Children's has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison


Miami Children's (4000)



Reading Mathematics









aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 90 496.4 566.3 90 497.3 550.5 2.20 * 0.04 0.33 0.62 90 515.5 549.2 90 515.8 547.4 -0.01 -0.29 0.00 0.29

2 88 557.9 608.1 88 556.6 598.9 1.76 -0.03 0.27 0.56 88 547.3 601.9 88 548.1 594.0 0.91 -0.16 0.14 0.43

3 83 601.6 51.6 83 605.8 48.1 3.11 ** 0.18 0.49 0.79 83 602.1 53.6 83 599.9 50.8 1.87 -0.01 0.29 0.60

4 79 197.7 46.6 79 196.0 46.7 -1.29 -0.52 -0.21 0.11 79 201.8 51.4 79 202.6 47.2 3.88 *** 0.30 0.62 0.94

5 75 199.4 45.1 75 199.4 45.7 -1.21 -0.52 -0.20 0.12 75 210.9 47.4 75 212.6 47.0 0.62 -0.22 0.10 0.42

ALL 415 415 0.01 0.15 0.29§

415 415 0.08 0.22 0.36§

Miami Community (0102)



Reading Mathematics


Charter

§Miami Community has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based


Traditional Effect Size Charter Traditional Effect Size







aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



9a

83 222.1 46.1 83 223.0 43.6 2.66 ** 0.11 0.41 0.72 43 223.5 36.3 43 226.4 39.0 -1.34 -0.72 -0.29 0.13

9b

-- -- -- -- -- -- -- -- -- -- 35 237.7 48.4 35 240.2 48.1 0.88 -0.26 0.21 0.68

10b

58 229.9 47.0 58 228.1 43.8 2.21 * 0.05 0.41 0.78 46 233.0 45.1 46 231.1 42.6 1.87 -0.02 0.39 0.81

10c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

ALL 141 141 0.18 0.41 0.65§

124 124 -0.15 0.10 0.35§

Miami Community High School (7058)



Reading Mathematics









§Miami Community High School has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 91 209.8 43.4 91 208.5 45.0 -1.96 -0.58 -0.29 0.00 92 213.4 44.9 92 213.5 46.8 -2.16 * -0.61 -0.32 -0.03

7 77 218.9 44.4 77 218.4 45.6 -1.13 -0.50 -0.18 0.13 59 222.8 44.8 59 221.9 47.7 -2.90 ** -0.91 -0.54 -0.17

7a

-- -- -- -- -- -- -- -- -- -- 18 252.2 49.8 18 250.2 54.1 -0.83 -0.94 -0.29 0.37

8 97 214.9 44.4 97 217.2 43.7 1.68 -0.04 0.24 0.53 3 -- -- 3 -- -- -- -- -- --

8a

-- -- -- -- -- -- -- -- -- -- 73 223.2 38.8 73 239.8 47.2 -0.69 -0.44 -0.11 0.21

8b

-- -- -- -- -- -- -- -- -- -- 19 243.1 55.4 19 242.4 55.3 0.51 -0.47 0.17 0.81

ALL 265 265 -0.24 -0.06 0.11§

261 261 -0.44 -0.27 -0.10§

§Miami Community Middle has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison


Miami Community Middle (6048)



Reading Mathematics









aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



9 1 -- -- 1 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

10 4 -- -- 4 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- --§

2 -- -- 2 -- -- -- -- -- --§

North Gardens High School (7068)



Reading Mathematics









aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.§North Gardens High School has test scores that could not be compared in Reading and could not be compared in Mathematics with those of the traditional school comparison

group, due to the small number of students who met the criteria for inclusion in the analysis.



10 6 -- -- 6 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- --§

1 -- -- 1 -- -- -- -- -- --§

North Park High School (7069)



Reading Mathematics









aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.§North Park High School has test scores that could not be compared in Reading and could not be compared in Mathematics with those of the traditional school comparision group,

due to the small number of students who met the criteria for inclusion in the analysis.



1 8 -- -- 8 -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --

2 11 582.2 618.7 11 587.0 628.5 0.02 -0.83 0.01 0.85 11 587.2 608.7 11 601.4 615.7 0.63 -0.56 0.28 1.12

3 18 624.9 51.4 18 624.8 52.9 -0.11 -0.69 -0.04 0.62 19 613.5 47.6 19 619.1 54.6 -2.55 * -1.52 -0.85 -0.19

4 17 206.5 51.3 17 202.9 50.7 1.09 -0.29 0.38 1.06 17 203.9 47.9 17 207.2 54.3 -1.08 -1.06 -0.38 0.30

5 15 211.6 47.3 15 212.4 52.3 -1.12 -1.15 -0.42 0.30 15 206.7 45.4 15 213.6 46.7 1.73 -0.08 0.65 1.39

6 4 -- -- 4 -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

7 9 -- -- 9 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --

8 9 -- -- 9 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --

ALL 91 91 -0.36 -0.01 0.35§

62 62 -0.51 -0.15 0.21§

Oxford Academy of Miami (5010)



Reading Mathematics









§Oxford Academy of Miami has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 139 227.4 52.2 139 227.4 53.4 -2.89 ** -0.58 -0.35 -0.11 139 229.1 51.9 139 228.4 55.0 -5.73 *** -0.93 -0.69 -0.45

7 171 233.0 51.6 171 232.5 51.9 -1.77 -0.40 -0.19 0.02 139 225.2 52.0 139 227.1 52.2 -0.20 -0.26 -0.02 0.21

7a

-- -- -- -- -- -- -- -- -- -- 30 247.1 55.9 30 248.0 59.1 -2.05 * -1.05 -0.54 -0.02

8 191 238.3 54.1 191 239.3 54.4 -1.01 -0.30 -0.10 0.10 103 233.2 54.1 103 233.9 54.3 -1.16 -0.44 -0.16 0.11

8a

-- -- -- -- -- -- -- -- -- -- 63 252.2 54.4 63 252.5 54.8 -1.20 -0.57 -0.21 0.14

8b

-- -- -- -- -- -- -- -- -- -- 23 252.3 59.4 23 251.7 57.0 1.49 -0.14 0.45 1.03ALL 501 501 -0.33 -0.20 -0.08

§497 497 -0.39 -0.27 -0.14

§

Pinecrest Academy (6022)



Reading Mathematics









§Pinecrest Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 107 513.1 584.9 107 515.1 585.8 -1.17 -0.43 -0.16 0.11 107 528.7 567.9 107 528.6 579.3 -3.72 *** -0.78 -0.51 -0.24

2 124 586.9 630.5 124 589.4 631.8 -0.98 -0.37 -0.13 0.12 124 568.3 621.5 124 569.5 618.5 -0.05 -0.26 -0.01 0.24

3 124 637.9 55.5 124 637.3 56.3 -2.15 * -0.52 -0.27 -0.02 124 625.7 55.8 124 626.3 55.8 -0.93 -0.37 -0.12 0.13

4 99 214.6 55.8 99 214.8 55.9 -0.86 -0.40 -0.12 0.16 99 218.4 54.8 99 219.2 58.2 -4.39 *** -0.91 -0.63 -0.34

5 110 226.1 58.4 110 225.3 55.3 2.66 ** 0.09 0.36 0.63 110 226.2 57.5 110 225.5 53.4 4.45 *** 0.33 0.60 0.87

ALL 564 564 -0.19 -0.07 0.05§

564 564 -0.23 -0.12 0.00§

Mathematics









§Pinecrest Academy South has test scores that are not significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school


Pinecrest Academy South (0342)

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



Reading



1 71 549.3 601.5 71 540.7 608.1 -3.20 ** -0.88 -0.54 -0.21 71 540.5 587.8 71 540.1 582.2 -0.10 -0.35 -0.02 0.31

2 71 610.1 635.5 71 604.1 640.8 -2.86 ** -0.82 -0.48 -0.15 71 601.9 615.2 71 596.3 641.2 -6.77 *** -1.50 -1.14 -0.79

3 71 630.0 56.4 71 627.4 56.5 -1.66 -0.61 -0.28 0.05 71 621.5 57.2 71 620.9 56.6 -0.51 -0.41 -0.09 0.24

4 66 218.1 56.6 66 218.5 59.3 -3.67 *** -0.99 -0.64 -0.29 65 220.4 59.0 65 220.2 59.7 -1.31 -0.58 -0.23 0.11

5 68 226.7 56.7 68 228.9 57.8 -1.53 -0.60 -0.26 0.07 67 232.9 58.9 67 235.0 57.0 1.39 -0.10 0.24 0.58

ALL 347 347 -0.59 -0.44 -0.29 345 345 -0.38 -0.23 -0.08§

Pinecrest Academy Springs (5048)

aAlgebra 1.

bGeometry.

cAlgebra 2.



Reading Mathematics









*p < .05. **p < .01. ***p < .001.

§Pinecrest Academy Springs has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison




1 79 539.8 591.4 79 538.7 603.9 -3.40 *** -0.86 -0.54 -0.23 79 542.5 579.8 79 540.9 592.2 -3.54 *** -0.88 -0.57 -0.25

2 124 590.0 631.0 124 590.3 634.1 -1.37 -0.42 -0.18 0.07 124 578.6 619.5 124 580.1 625.6 -1.86 -0.49 -0.24 0.01

3 117 640.3 57.5 117 639.3 57.3 -0.62 -0.34 -0.08 0.17 117 629.9 56.3 117 628.5 57.0 -1.81 -0.50 -0.24 0.02

4 71 211.8 54.2 71 212.1 56.8 -2.47 * -0.75 -0.42 -0.08 71 208.8 52.4 71 208.9 54.5 -1.30 -0.55 -0.22 0.11

5 74 223.2 55.0 74 222.9 55.5 -0.55 -0.41 -0.09 0.23 74 226.9 52.1 74 228.2 53.2 -0.48 -0.40 -0.08 0.24

6 70 230.2 56.2 70 230.5 54.3 1.19 -0.13 0.20 0.54 70 228.7 55.0 70 228.7 51.7 2.83 ** 0.15 0.48 0.82

7 44 243.5 57.5 44 241.7 55.8 -0.17 -0.45 -0.04 0.38 44 241.8 58.7 44 240.8 57.4 -0.08 -0.44 -0.02 0.40

8 75 238.7 54.2 75 240.8 55.2 -1.43 -0.56 -0.24 0.09 20 228.1 51.7 20 227.4 49.0 -0.08 -0.65 -0.03 0.59

8a

-- -- -- -- -- -- -- -- -- -- 55 252.7 55.7 55 252.2 58.1 -4.26 *** -1.21 -0.82 -0.43

ALL 654 654 -0.28 -0.17 -0.07§

654 654 -0.31 -0.20 -0.10§







§Pinecrest Cove Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,


Pincrest Cove Academy (5049)



Reading Mathematics


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.




1 93 526.9 583.1 93 523.9 598.0 -4.71 *** -0.99 -0.69 -0.40 95 523.7 582.7 95 523.7 578.5 -0.26 -0.32 -0.04 0.25

2 74 596.8 625.0 74 595.5 631.3 -1.99 * -0.65 -0.33 0.00 74 577.7 614.7 74 581.4 623.3 -2.00 * -0.65 -0.33 -0.01

3 117 637.6 57.7 117 635.0 55.7 1.32 -0.08 0.17 0.43 117 614.4 54.4 117 616.2 57.1 -3.62 *** -0.74 -0.48 -0.22

4 107 211.5 53.3 107 212.6 55.3 -2.92 ** -0.67 -0.40 -0.13 107 207.7 51.2 107 209.2 53.3 -2.86 ** -0.66 -0.39 -0.12

5 117 225.3 56.5 117 225.1 55.5 0.51 -0.19 0.07 0.32 117 226.8 52.6 117 226.9 55.6 -4.36 *** -0.83 -0.57 -0.31

ALL 508 508 -0.32 -0.20 -0.07§

510 510 -0.50 -0.38 -0.25§

Reading Mathematics









§Pinecrest Prep. Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,


Pinecrest Prep. Academy (0600)



aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



9a

128 248.1 55.7 128 249.0 55.5 -0.17 -0.27 -0.02 0.22 75 242.4 50.1 75 243.7 48.5 0.86 -0.18 0.14 0.46

9b

-- -- -- -- -- -- -- -- -- -- 37 256.5 55.7 37 256.2 55.1 -0.14 -0.49 -0.03 0.42

9c

-- -- -- -- -- -- -- -- -- -- 13 427.8 56.3 13 423.8 58.8 -1.74 -1.50 -0.71 0.08

10b

126 243.3 53.0 126 243.8 52.0 0.99 -0.12 0.13 0.37 52 237.2 44.8 52 238.2 45.6 -0.91 -0.57 -0.18 0.21

10c

-- -- -- -- -- -- -- -- -- -- 59 411.2 41.6 59 410.3 48.9 -4.42 *** -1.20 -0.82 -0.45

11c

-- -- -- -- -- -- -- -- -- -- 73 397.9 38.7 73 398.1 36.7 1.27 -0.11 0.21 0.54

ALL 254 254 -0.12 0.05 0.23§

309 309 -0.28 -0.12 0.03§









§Pinecrest Prep. Academy High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the


Pinecrest Prep. Academy High School (7053)



Reading Mathematics

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 22 234.1 59.0 22 230.5 54.4 1.81 -0.04 0.56 1.16 22 241.7 64.5 22 241.7 54.0 5.75 *** 1.07 1.77 2.48

ALL 22 22 -0.04 0.56 1.16§

22 22 1.07 1.77 2.48§








§Pinecrest Academy Middle School North has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional


Pinecrest Academy Middle School North (6003)



Reading Mathematics


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 31 491.0 538.5 31 486.0 541.5 -0.37 -0.59 -0.10 0.40 31 506.1 533.0 31 508.2 540.9 -0.52 -0.63 -0.13 0.36

2 35 567.6 606.0 35 567.8 592.6 1.97 0.00 0.48 0.95 35 586.9 594.7 35 583.2 593.1 0.31 -0.39 0.07 0.54

3 29 593.0 49.3 29 592.5 46.7 1.55 -0.11 0.41 0.93 29 597.0 51.6 29 598.0 48.9 2.02 * 0.01 0.54 1.06

4 18 190.2 47.0 18 191.8 42.7 2.17 * 0.07 0.74 1.42 18 202.1 49.5 18 201.8 45.1 1.96 0.00 0.67 1.34

5 21 202.4 45.3 21 203.8 45.8 0.26 -0.52 0.08 0.69 21 210.5 38.3 21 212.2 47.1 -3.66 *** -1.81 -1.16 -0.50

ALL 134 134 0.06 0.30 0.54§

134 134 -0.21 0.03 0.28§







§Ramz Academy Miami has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school comparison


Ramz Academy Miami (3035)



Reading Mathematics



aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 136 535.9 609.1 136 527.1 592.2 -0.66 -0.32 -0.08 0.16 136 524.2 584.1 136 525.1 587.7 -3.80 *** -0.70 -0.46 -0.22

2 140 615.1 642.7 140 611.0 643.7 -3.16 ** -0.62 -0.38 -0.14 139 590.3 628.9 139 590.5 628.6 -2.02 * -0.48 -0.24 -0.01

3 145 643.2 59.1 145 638.4 56.5 0.16 -0.21 0.02 0.25 145 618.8 59.6 145 620.2 55.5 3.21 ** 0.15 0.38 0.61

4 141 216.6 57.8 141 215.0 56.4 -1.20 -0.38 -0.14 0.09 141 219.5 56.1 141 218.8 57.3 -3.40 *** -0.64 -0.41 -0.17

5 143 228.5 57.9 143 225.9 55.4 0.37 -0.19 0.04 0.28 143 227.7 55.5 143 225.9 53.6 -0.15 -0.25 -0.02 0.21

ALL 705 705 -0.21 -0.11 0.00§

704 704 -0.25 -0.14 -0.04§







§Renaissance Elementary has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison


Renaissance Elementary (0400)



Reading Mathematics



aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 140 226.7 54.0 140 224.6 52.7 0.29 -0.20 0.03 0.27 140 226.1 50.7 140 225.8 51.7 -3.10 ** -0.61 -0.37 -0.14

7 134 231.7 53.6 134 230.4 52.9 -0.36 -0.28 -0.04 0.19 134 232.6 55.8 134 231.7 53.7 1.66 -0.04 0.20 0.44

8 118 243.5 55.6 118 241.7 55.0 -0.83 -0.36 -0.11 0.15 55 232.9 56.3 55 232.8 53.3 1.68 -0.05 0.32 0.70

8a

-- -- -- -- -- -- -- -- -- -- 63 257.3 58.9 63 255.2 58.2 -1.00 -0.53 -0.18 0.17

ALL 392 392 -0.18 -0.04 0.10§

392 392 -0.19 -0.05 0.09§

§Renaissance Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


Renaissance Middle (6028)



Reading Mathematics









aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 5 -- -- 5 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --

2 10 576.2 585.7 10 569.8 602.5 -1.41 -1.57 -0.67 0.24 10 554.0 580.1 10 551.0 576.9 1.07 -0.39 0.50 1.40

3 3 -- -- 3 -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

4 7 -- -- 7 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --

5 6 -- -- 6 -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

ALL 31 -- -- 31 -- -- -- -1.57 -0.67 0.24§

-- -- -- -- -- -- -- -- -- --§

Richard Allen Leadership Academy (2006)



Reading Mathematics









§Richard Allen Leadership Academy has test scores that are not significantly different in Reading than those of the traditional school comparison group, based on the confidence

intervals of the effect sizes reported for "ALL" grades above.

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 14 221.9 55.6 14 226.9 54.4 2.02 0.02 0.79 1.57 14 218.6 50.4 14 223.2 52.4 0.72 -0.46 0.28 1.03

7 25 233.6 56.0 25 235.6 55.8 1.83 -0.04 0.53 1.09 24 237.2 53.3 24 239.3 57.5 -1.33 -0.96 -0.39 0.18

ALL 39 39 0.16 0.62 1.08§

38 38 -0.60 -0.14 0.31§

Reading Mathematics


Somerset Academy Bay Middle (6128)










§Somerset Academy Bay Middle has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



9a

36 232.3 48.1 36 231.6 47.0 0.17 -0.42 0.04 0.50 12 230.3 45.8 12 231.1 41.8 0.59 -0.55 0.25 1.06

9b

-- -- -- -- -- -- -- -- -- -- 23 228.7 42.4 23 236.8 45.6 -0.25 -0.65 -0.08 0.50

9c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10b

20 237.5 47.9 20 238.2 49.4 -1.47 -1.10 -0.48 0.15 7 -- -- 7 -- -- -- -- -- --

10c

-- -- -- -- -- -- -- -- -- -- 10 398.7 45.2 10 408.8 43.6 1.17 -0.34 0.55 1.45

11c

-- -- -- -- -- -- -- -- -- -- 15 408.4 40.5 15 409.3 35.3 0.57 -0.50 0.22 0.93

ALL 56 56 -0.51 -0.14 0.23§

50 50 -0.20 0.16 0.52§



Reading Mathematics



§Somerset Academy Prep. High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the


Somerset Academy Prep. High School (7034)

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.









9b

15 264.9 60.9 15 264.0 58.1 0.67 -0.47 0.25 0.97 12 258.4 59.0 12 258.4 54.2 1.43 -0.21 0.61 1.43

10b

15 242.9 52.4 15 244.5 49.5 0.56 -0.51 0.21 0.93 7 -- -- 7 -- -- -- -- -- --

10c

-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --

ALL 30 30 -0.28 0.23 0.74§

12 12 -0.21 0.61 1.43§








§Somerset Academy High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional


Somerset Academy High School (7038)



Reading Mathematics


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 92 527.0 585.4 92 521.2 579.0 -0.34 -0.34 -0.05 0.24 92 525.7 568.9 92 520.8 570.7 -1.70 -0.54 -0.25 0.04

2 55 593.1 632.3 55 588.9 627.3 0.28 -0.32 0.05 0.43 55 565.0 607.3 55 562.6 605.0 -0.59 -0.49 -0.11 0.26

3 65 615.4 49.5 65 617.9 50.7 -1.40 -0.59 -0.25 0.10 65 610.7 50.8 65 606.2 50.2 -0.59 -0.45 -0.10 0.24

4 70 201.9 49.2 70 202.9 51.5 -3.41 *** -0.92 -0.58 -0.24 70 202.0 50.1 70 200.5 48.2 -0.07 -0.34 -0.01 0.32

5 69 216.0 53.5 69 217.0 51.9 0.11 -0.31 0.02 0.35 69 219.3 56.6 69 218.3 49.2 5.51 *** 0.59 0.95 1.30

ALL 351 351 -0.31 -0.16 -0.01§

351 351 -0.09 0.06 0.21§

Somerset Academy South Homestead (0339)



Reading Mathematics









§Somerset Academy South Homestead has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 76 532.9 596.3 76 530.9 601.5 -2.20 * -0.68 -0.36 -0.04 76 520.3 597.7 76 524.0 581.7 2.29 * 0.05 0.37 0.69

2 104 588.5 617.7 104 589.7 628.8 -3.78 *** -0.80 -0.53 -0.25 104 588.8 611.4 104 588.7 625.8 -4.72 *** -0.94 -0.66 -0.38

3 108 621.7 54.2 108 622.5 53.5 -0.40 -0.32 -0.05 0.21 108 618.1 52.9 108 619.4 52.7 -0.96 -0.40 -0.13 0.14

4 86 211.8 54.7 86 212.2 54.5 -1.02 -0.46 -0.16 0.14 86 213.9 57.3 86 215.3 56.8 -0.08 -0.31 -0.01 0.29

5 96 223.8 55.6 96 222.9 54.4 -0.41 -0.34 -0.06 0.22 96 223.5 50.9 96 223.5 50.6 -1.36 -0.48 -0.20 0.09

ALL 470 470 -0.35 -0.23 -0.10§

470 470 -0.28 -0.15 -0.02§



Reading Mathematics









§Somerset Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based


Somerset Academy (0520)

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 54 553.0 600.8 54 541.9 603.7 -3.84 *** -1.14 -0.75 -0.36 54 538.2 580.8 54 536.4 590.7 -2.93 ** -0.95 -0.57 -0.18

2 49 597.9 633.3 49 593.3 628.0 -0.92 -0.59 -0.19 0.21 49 588.2 621.4 49 593.6 626.7 -1.81 -0.77 -0.37 0.03

3 39 633.1 56.0 39 631.3 56.5 -2.14 * -0.94 -0.49 -0.04 39 615.7 54.9 39 625.7 55.6 -1.13 -0.71 -0.26 0.19

4 17 217.9 57.2 17 210.9 56.1 -1.61 -1.26 -0.57 0.12 17 211.1 53.5 17 212.8 52.9 -0.19 -0.74 -0.07 0.60

5 20 227.6 59.4 20 224.5 55.2 0.87 -0.34 0.28 0.91 20 224.6 53.7 20 224.9 52.8 -0.55 -0.80 -0.18 0.44

ALL 179 179 -0.61 -0.40 -0.19§

179 179 -0.56 -0.35 -0.14§


Reading Mathematics









§Somerset Academy Bay has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,


Somerset Academy Bay (5062)


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 47 578.2 626.3 47 564.3 615.1 -0.24 -0.46 -0.05 0.35 47 558.2 634.1 47 549.3 593.5 4.47 *** 0.51 0.93 1.36

2 75 617.4 652.0 75 607.7 643.4 0.05 -0.31 0.01 0.33 75 616.2 653.5 75 610.1 639.1 1.24 -0.12 0.20 0.52

3 72 644.1 57.7 72 643.7 59.3 -2.58 * -0.76 -0.43 -0.10 72 651.9 59.3 72 641.3 58.5 -1.00 -0.49 -0.17 0.16

4 98 215.8 57.1 98 215.9 55.2 1.20 -0.11 0.17 0.45 98 214.0 56.9 98 213.8 55.3 1.16 -0.11 0.17 0.45

5 95 231.8 58.9 95 229.0 58.0 -1.28 -0.47 -0.19 0.10 95 232.9 56.7 95 231.2 57.8 -3.31 ** -0.77 -0.48 -0.19

ALL 387 387 -0.23 -0.09 0.06§

387 387 -0.10 0.04 0.18§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

Reading Mathematics









§Somerset Academy Elementary has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional


Somerset Academy Elementary (2007)





9a

97 236.8 51.7 97 237.3 50.3 0.98 -0.14 0.14 0.42 91 244.5 47.2 91 244.0 48.5 -1.83 -0.56 -0.27 0.02

9b

-- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- -- --

9c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10b

77 248.2 54.5 77 247.4 53.5 -0.02 -0.32 0.00 0.31 44 243.5 50.8 44 244.6 47.5 2.75 ** 0.17 0.59 1.02

10c

-- -- -- -- -- -- -- -- -- -- 25 425.7 56.3 25 423.3 52.2 1.76 -0.05 0.51 1.07

11c

-- -- -- -- -- -- -- -- -- -- 51 414.5 50.4 51 413.9 45.7 2.70 ** 0.14 0.54 0.94

ALL 174 174 -0.13 0.08 0.29§

211 211 0.00 0.19 0.38§

aAlgebra 1.

bGeometry.

cAlgebra 2.

§Somerset Academy High School has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school


*p < .05. **p < .01. ***p < .001.

Somerset Academy High School (7042)



Reading Mathematics











6 64 227.4 53.7 64 227.6 52.9 0.76 -0.21 0.14 0.48 64 229.8 55.8 64 228.8 54.4 1.32 -0.11 0.24 0.58

7 61 234.7 54.4 61 233.3 52.3 1.86 -0.02 0.34 0.70 42 234.4 53.4 42 232.9 52.6 0.12 -0.40 0.03 0.45

8a

69 243.8 56.5 69 242.5 54.6 1.18 -0.13 0.20 0.54 41 243.9 49.9 41 244.4 53.7 -3.13 ** -1.15 -0.70 -0.25

8b

-- -- -- -- -- -- -- -- -- -- 25 253.0 57.7 25 253.1 60.6 -2.42 * -1.27 -0.70 -0.13

ALL 194 194 0.02 0.22 0.42§

172 172 -0.38 -0.16 0.05§

Somerset Academy Miami (6004)



Reading Mathematics


Charter Traditional







§Somerset Academy Miami has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.




6 55 224.1 51.1 55 220.5 50.1 -0.96 -0.56 -0.19 0.19 55 222.0 53.0 55 219.0 49.7 1.04 -0.17 0.20 0.58

7 73 226.8 49.8 73 225.0 47.2 0.30 -0.27 0.05 0.37 53 219.0 49.4 53 218.8 43.4 3.09 ** 0.22 0.61 1.00

7a

-- -- -- -- -- -- -- -- -- -- 20 244.5 52.0 20 244.7 51.5 0.36 -0.50 0.12 0.74

8 66 231.8 51.0 66 232.2 48.3 0.93 -0.18 0.16 0.50 11 231.6 48.5 11 231.7 48.6 -0.96 -1.28 -0.43 0.42

8a

-- -- -- -- -- -- -- -- -- -- 55 236.7 49.4 55 243.3 51.4 -0.58 -0.49 -0.11 0.26

ALL 194 194 -0.18 0.02 0.22 194 194 -0.03 0.17 0.37§

Somerset Academy Middle South Homestead (6013)



Reading Mathematics









§Somerset Academy Middle South Homestead has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 70 237.9 58.0 70 236.1 57.9 -0.83 -0.47 -0.14 0.19 70 234.3 56.9 70 233.6 58.9 -2.84 ** -0.82 -0.48 -0.15

7 42 241.4 56.1 42 244.8 58.8 -1.67 -0.80 -0.37 0.06 42 233.9 56.4 42 240.0 58.1 0.57 -0.30 0.13 0.55

8a

33 242.0 53.8 33 244.1 58.0 -3.00 ** -1.25 -0.75 -0.25 33 249.6 53.4 33 248.1 51.9 -0.26 -0.55 -0.06 0.42

ALL 145 145 -0.57 -0.34 -0.11§

145 145 -0.44 -0.21 0.02§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.§Somerset Academy Middle South Miami has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional


Somerset Academy Middle South Miami (6053)



Reading Mathematics











6 34 218.7 52.8 34 217.8 47.9 4.51 *** 0.60 1.11 1.62 34 217.7 51.4 34 217.0 46.4 5.25 *** 0.77 1.29 1.82

ALL 34 34 0.60 1.11 1.62§

34 34 0.77 1.29 1.82§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



Reading Mathematics









§Somerset Academy Middle Country Palms has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school


Somerset Academy Middle Country Palms (6043)



3 51 605.4 48.3 51 605.0 50.5 -2.52 * -0.90 -0.50 -0.11 51 600.5 50.5 51 602.9 51.7 -1.20 -0.63 -0.24 0.15

4 69 204.1 51.7 69 206.3 52.9 -1.48 -0.59 -0.25 0.08 69 211.6 51.1 69 212.0 54.6 -4.22 *** -1.07 -0.72 -0.38

5 70 219.2 52.5 70 218.9 52.0 -0.63 -0.44 -0.11 0.22 70 227.2 51.7 70 225.4 51.5 -1.13 -0.52 -0.19 0.14

6 153 225.1 52.4 153 225.0 52.2 0.35 -0.18 0.04 0.26 153 226.6 54.0 153 227.1 52.1 3.04 ** 0.12 0.35 0.57

7 117 236.1 56.9 117 234.4 52.0 6.07 *** 0.53 0.80 1.06 91 235.8 54.6 91 235.3 52.9 1.87 -0.01 0.28 0.57

7a

-- -- -- -- -- -- -- -- -- -- 25 253.8 58.3 25 251.9 59.5 -1.06 -0.86 -0.30 0.25

8 129 240.3 55.2 129 239.4 53.0 2.63 ** 0.08 0.33 0.58 64 240.1 59.5 64 236.2 53.9 3.42 *** 0.25 0.61 0.96

8a

-- -- -- -- -- -- -- -- -- -- 51 253.3 54.0 51 251.4 54.9 -1.79 -0.75 -0.36 0.03

8b

-- -- -- -- -- -- -- -- -- -- 14 255.7 63.6 14 253.0 59.1 2.26 * 0.11 0.89 1.67

ALL 589 589 0.03 0.15 0.26§

588 588 -0.07 0.05 0.16§

Somerset Academy Silver Lakes (0332)


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.


Reading Mathematics









§Somerset Academy Silver Lakes has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school




1 57 513.0 576.4 57 514.0 581.1 -0.14 -0.39 -0.03 0.34 57 502.1 565.2 57 506.7 564.3 1.10 -0.16 0.21 0.58

2 78 567.3 610.8 78 577.2 622.9 -0.81 -0.44 -0.13 0.18 78 556.7 598.0 78 562.4 606.8 -1.12 -0.50 -0.18 0.13

3 63 608.4 53.0 63 610.1 51.5 1.70 -0.05 0.30 0.66 63 606.2 51.6 63 605.4 50.7 1.01 -0.17 0.18 0.53

4 30 207.0 51.0 30 205.9 51.1 0.01 -0.50 0.00 0.51 30 211.1 51.5 30 207.5 52.0 -1.01 -0.77 -0.27 0.24

5 50 218.1 53.2 50 218.1 49.5 3.66 *** 0.33 0.74 1.14 51 227.2 50.4 51 220.8 52.1 -2.48 * -0.89 -0.50 -0.10

ALL 278 278 -0.01 0.15 0.32§

279 279 -0.25 -0.08 0.08§

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

Somerset Arts Academy (2012)



Reading Mathematics









§Somerset Arts Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school




1 100 536.6 611.8 100 534.4 599.2 1.39 -0.08 0.20 0.48 100 534.0 581.6 100 532.0 584.8 -1.56 -0.50 -0.22 0.06

2 109 597.3 636.0 109 599.3 639.9 -1.10 -0.42 -0.15 0.12 109 576.7 626.8 109 579.4 629.2 -0.47 -0.33 -0.06 0.20

3 24 663.2 57.7 24 655.2 62.3 -3.96 *** -1.78 -1.17 -0.55 24 638.4 56.2 24 637.3 59.6 -1.82 -1.11 -0.54 0.04

4 20 222.8 58.5 20 223.4 57.8 0.49 -0.46 0.16 0.78 20 217.1 57.4 20 218.8 63.0 -1.83 -1.23 -0.59 0.04

5 17 230.5 58.1 17 229.1 56.8 0.43 -0.52 0.15 0.83 17 231.8 59.7 17 231.1 57.8 0.86 -0.37 0.30 0.98

6 4 -- -- 4 -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

ALL 274 274 -0.23 -0.05 0.12§

270 270 -0.35 -0.18 -0.01§

Somerset Grace Academy (5008)



Reading Mathematics









§Somerset Grace Academy has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 26 502.2 552.7 26 508.5 564.8 0.33 -0.45 0.09 0.64 26 511.0 563.7 26 513.3 551.2 2.25 * 0.08 0.64 1.19

2 43 560.5 600.2 43 561.9 594.3 2.27 * 0.07 0.50 0.92 43 551.0 580.2 43 551.8 596.3 -0.91 -0.62 -0.20 0.23

3 30 589.8 45.5 30 587.2 43.9 1.32 -0.16 0.35 0.86 30 579.6 46.5 30 580.2 43.3 3.16 ** 0.30 0.83 1.36

4 31 193.8 45.7 31 192.5 44.1 2.15 * 0.05 0.55 1.06 31 199.9 49.9 31 198.7 45.3 3.98 *** 0.50 1.03 1.56

5 17 193.4 42.9 17 194.3 41.1 2.30 * 0.11 0.81 1.52 17 198.4 41.6 17 203.1 42.9 0.71 -0.43 0.25 0.92

6 5 -- -- 5 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --

ALL 152 152 0.21 0.44 0.67§

147 147 0.21 0.45 0.68§

Effect Size







aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

§Somerset Oaks Academy has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison


Somerset Oaks Academy (3033)



Reading Mathematics





1 142 522.6 580.9 142 520.7 584.6 -2.17 * -0.49 -0.26 -0.03 142 531.4 564.3 142 527.7 569.6 -2.92 ** -0.58 -0.35 -0.11

2 126 587.5 625.3 126 586.8 621.8 -0.07 -0.26 -0.01 0.24 126 572.9 616.1 126 573.6 610.8 0.49 -0.19 0.06 0.31

3 87 638.0 55.2 87 635.9 56.0 -1.75 -0.57 -0.27 0.03 87 620.4 54.1 87 622.9 55.0 -1.25 -0.49 -0.19 0.11

4 74 211.5 54.3 74 211.7 54.6 -0.91 -0.47 -0.15 0.17 74 215.3 53.8 74 214.1 54.1 -1.53 -0.58 -0.25 0.07

5 69 221.0 53.1 69 220.8 52.9 -0.57 -0.43 -0.10 0.24 69 224.9 52.3 69 223.4 51.4 -0.51 -0.42 -0.09 0.25

ALL 498 498 -0.28 -0.16 -0.03§

498 498 -0.29 -0.17 -0.04§








§Somerset Prep. Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,


Somerset Prep. Academy (4012)



Reading Mathematics


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 183 224.5 51.4 183 224.3 50.0 0.39 -0.16 0.04 0.25 179 229.2 50.0 179 228.1 51.3 -5.53 *** -0.80 -0.59 -0.37

7 174 228.1 51.1 174 227.5 50.6 -1.48 -0.37 -0.16 0.05 158 224.3 50.3 158 225.6 49.4 0.06 -0.21 0.01 0.23

7a

-- -- -- -- -- -- -- -- -- -- 19 252.4 61.3 19 249.7 52.6 3.04 ** 0.34 1.01 1.69

8 162 230.1 48.6 162 230.4 50.9 -5.89 *** -0.88 -0.66 -0.43 82 221.9 47.9 82 221.4 45.7 0.01 -0.30 0.00 0.31

8a

-- -- -- -- -- -- -- -- -- -- 23 240.7 47.3 23 242.4 47.9 -0.57 -0.75 -0.17 0.41

ALL 519 519 -0.36 -0.24 -0.11§

461 461 -0.32 -0.19 -0.06§

Sports Leadership & Management Middle (6015)



Reading Mathematics









§Sports Leadership & Management Middle has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



9a

115 235.7 50.2 115 236.1 49.5 -0.07 -0.27 -0.01 0.25 64 228.4 42.3 64 229.3 40.2 0.70 -0.22 0.12 0.47

9b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

9c

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10b

104 237.1 49.8 104 237.0 48.1 1.10 -0.12 0.15 0.42 2 -- -- 2 -- -- -- -- -- --

10c

-- -- -- -- -- -- -- -- -- -- 13 403.9 41.3 13 406.5 42.5 -0.53 -0.99 -0.22 0.56

11c

-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --

ALL 219 219 -0.12 0.07 0.25§

77 77 -0.25 0.07 0.38§

Sports Leadership Miami (7016)



Reading Mathematics









§Sports Leadership Miami has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school


*p < .05. **p < .01. ***p < .001.

aAlgebra 1.

bGeometry.

cAlgebra 2.



1 95 516.9 576.6 95 516.6 585.2 -1.42 -0.49 -0.21 0.08 95 527.1 578.3 95 528.7 571.9 1.84 -0.02 0.27 0.55

2 97 565.5 605.4 97 569.4 617.2 -1.07 -0.44 -0.15 0.13 97 549.8 587.5 97 557.5 604.2 -1.08 -0.44 -0.16 0.13

3 81 613.7 50.0 81 616.7 53.2 -1.16 -0.49 -0.18 0.12 81 604.6 51.8 81 608.4 52.6 0.93 -0.16 0.15 0.46

4 80 201.4 50.2 80 202.8 52.2 0.52 -0.23 0.08 0.39 80 203.2 50.7 80 206.3 51.0 4.00 *** 0.32 0.64 0.95

5 65 208.0 51.0 65 207.9 46.2 6.35 *** 0.75 1.12 1.49 65 209.3 51.3 65 210.6 45.6 8.65 *** 1.14 1.53 1.92

ALL 418 418 -0.09 0.05 0.19§

418 418 0.23 0.37 0.51§

Summerville Advantage Academy (0072)



Reading Mathematics









§Summerville Advantage Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



6 48 210.0 46.7 48 210.8 44.1 3.28 ** 0.27 0.68 1.09 48 217.5 43.2 48 216.4 43.8 0.20 -0.36 0.04 0.44

ALL 48 48 0.27 0.68 1.09§

48 48 -0.36 0.04 0.44§

The Seed School of Miami (6018)



Reading Mathematics









aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

§The Seed School of Miami has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison




1 137 513.6 581.4 137 514.8 569.1 3.24 ** 0.15 0.39 0.63 137 509.1 570.1 137 509.4 553.8 4.37 *** 0.29 0.53 0.77

2 221 574.3 611.1 221 575.4 618.2 -2.04 * -0.38 -0.19 -0.01 221 562.9 591.8 221 563.6 600.4 -2.62 ** -0.44 -0.25 -0.06

3 212 621.7 52.9 212 620.4 52.9 0.57 -0.13 0.06 0.25 210 599.8 53.8 210 600.7 51.5 3.64 *** 0.16 0.36 0.55

4 180 205.3 52.1 180 206.1 52.1 1.29 -0.07 0.14 0.34 179 206.5 51.2 179 206.4 52.7 -1.57 -0.37 -0.17 0.04

5 149 215.8 52.1 149 216.4 51.1 2.78 ** 0.09 0.32 0.55 149 217.4 51.2 149 217.8 49.6 3.87 *** 0.22 0.45 0.68ALL 899 899 0.01 0.11 0.20

§896 896 0.05 0.14 0.23

§

Waterstone (1010)



Reading Mathematics









§Waterstone has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based on the

confidence intervals of the effect sizes reported for "ALL" grades above.

aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.



1 118 521.0 576.7 118 520.5 583.0 -2.11 * -0.53 -0.28 -0.02 118 522.6 561.0 118 521.4 577.8 -4.52 *** -0.85 -0.59 -0.33

2 92 570.8 612.6 92 569.9 619.5 -2.13 * -0.61 -0.32 -0.03 92 557.8 603.5 92 558.3 603.5 -0.44 -0.35 -0.07 0.22

3 73 606.7 50.5 73 608.3 50.6 -0.48 -0.41 -0.08 0.24 72 604.3 50.6 72 605.7 51.3 -1.10 -0.51 -0.19 0.14

4 70 203.2 51.4 70 203.2 50.2 0.54 -0.24 0.09 0.42 70 203.3 53.3 70 203.0 49.6 3.14 ** 0.20 0.53 0.87

5 83 217.7 51.4 83 217.5 53.3 -2.94 ** -0.77 -0.46 -0.15 83 222.3 50.4 83 222.3 51.3 -1.56 -0.55 -0.24 0.06

6 66 224.0 53.4 66 221.6 50.0 2.43 * 0.08 0.43 0.77 46 217.9 46.9 46 216.9 48.1 -1.44 -0.72 -0.30 0.11

7 56 233.0 54.9 56 234.3 53.1 1.78 -0.03 0.34 0.71 31 227.8 45.5 31 222.5 48.5 -2.42 * -1.14 -0.62 -0.11

7a

-- -- -- -- -- -- -- -- -- -- 25 254.3 58.8 25 253.6 57.4 0.93 -0.29 0.27 0.83

8 65 234.6 51.8 65 235.9 51.4 0.55 -0.25 0.10 0.44 44 237.1 51.5 44 233.7 54.0 -2.93 ** -1.06 -0.63 -0.20

8a

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

8b

-- -- -- -- -- -- -- -- -- -- 21 248.5 55.9 21 248.9 58.4 -1.28 -1.01 -0.40 0.21ALL 623 623 -0.18 -0.07 0.04

§602 602 -0.34 -0.22 -0.11

§


§Youth Co-Op has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.

Youth Co-Op (1020)



Reading Mathematics











9a

72 235.9 51.0 72 236.6 50.5 0.03 -0.32 0.00 0.33 54 241.3 53.0 54 239.9 46.3 3.37 ** 0.27 0.65 1.04

9b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

9c

-- -- -- -- -- -- -- -- -- -- 17 413.4 51.9 17 418.4 45.4 3.24 ** 0.42 1.15 1.87

10b

29 242.6 52.0 29 242.6 53.4 -1.38 -0.89 -0.37 0.15 24 238.3 44.7 24 237.4 45.1 -0.66 -0.76 -0.19 0.37

10c

-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- --

11c

-- -- -- -- -- -- -- -- -- -- 40 411.5 43.1 40 409.1 39.7 0.73 -0.27 0.17 0.61

ALL 101 101 -0.38 -0.10 0.18 135 135 0.16 0.40 0.65§

Youth Co-Op Prep. (7070)



Reading Mathematics









§Youth Co-Op Prep. has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,


aAlgebra 1.

bGeometry.

cAlgebra 2.

*p < .05. **p < .01. ***p < .001.


miami-dade county public schoolsoer.dadeschools.net/evaluations/m572 - review of charter...charter...

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