Miami-Dade County Public Schoolsoer.dadeschools.net/Evaluations/M499 - ATTACHMENT... ·...

Miami-Dade County Public Schools

Review of Charter Schools

2017-18

November 2018

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. Martin Karp, Vice Chair

Ms. Susie V. Castillo Dr. Lawrence S. Feldman,

Dr. Steve Gallon III Dr. Dorothy Bendross-Mindingall

Ms. Lubby Navarro Dr. Marta Pérez

Ms. Mari Tere Rojas

Mr. Josh Rios, 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 ......................................................................................................................4

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

iv

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 .............................................................................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 1-7) .............................................................................23

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

Mathematics Posttest (Grades 8-10) ...........................................................................24

v

LIST OF FIGURES

Figure 1: Number of charter schools that operated in the district, 2001-02 to 2017-18 ..............1

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

2001-02 to 2017-18 ......................................................................................................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: Proportion of variance, R2, in each schools’ students’ Reading/English Language

Arts posttest scores predicted by their Reading/English Language Arts pretest

scores, controlling for the influence of demographic factors and Reading/English

Language Arts proficiency, by grade .........................................................................25

Figure A2: Proportion of variance, R2, in each schools’ students’ Mathematics posttest scores

predicted by their Mathematics pretest scores, controlling for the influence of

demographic factors and Reading/English Language Arts proficiency, by grade .....26

vi

EXECUTIVE SUMMARY

An annual review of all charter schools sponsored by the 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 the 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 and Mathematics scores of the students in Grades 1 – 10 who

attended the 130 charter schools that operated in the M-DCPS in 2017-18 were analyzed: Grade-

level comparisons of the groups' impact (observed minus predicted) scores conducted at each grade

resulted in 527 comparisons in Reading/English Language Arts at 119 schools and 599

comparisons in Mathematics at 117 schools. Meta-analyses of the results produced separate

school-level summaries for each subject area.

• In Reading/English Language Arts, 43.7% of the charter schools had results that were not

significantly different from the traditional school comparison group, while 31.1% had results

that were significantly lower, and 25.2% had results that were significantly higher.

• In Mathematics, 46.2% of the charter schools had results that were not significantly different

than the traditional school comparison group, while 34.2% had results that were significantly

lower, and 19.7% had results that were significantly higher.

Of the 117 charter schools with complete data, 20.5% had results that were significantly lower

than the traditional school comparison group in both subject areas. Only 12.8% of those 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 the 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

begun to level off in the last four years after 12 years of increases, and 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 2017-18.

Figure 1. Number of charter schools1 that operated in the district, 2001-02 to 2017-18

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

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

operated within the district from 2001-02 to 2017-18.

1 Includes alternative and virtual.



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

to 2017-18

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

increased nearly twelve-fold, while traditional school enrollment has decreased by more than one-

fifth. Nearly one in five of the district's students attended charter schools during 2017-18.

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 the 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 10 who were enrolled in

the same school during the October 2017 and February 2018 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, Exceptional Student Education

status, and over age for grade status. School-level variables included the percentages of the

schools’ students who were eligible for the Free/Reduced Price Lunch program; Black;

White/Other; proficient in Reading/English Language Arts, defined for this analysis, based on

students’ scores on 2017 state/districtwide assessment, as (51st percentile and above, SAT-10,

Grades K-2 and levels 3 and above, FSA/ELA, Grades 3-9); and school geographic location (i.e.,

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 four different achievement measures were used in this analysis: (a) the Stanford

Achievement Test, Tenth Edition (SAT-10), (b) the Florida Standards Assessment (FSA), (c) the

Algebra 1 End-of-Course Test, and (d) the Geometry 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 grade (2018), the pretest 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 are 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 FSA

in English/Language Arts (ELA) and Mathematics is the primary accountability measure used by



the state of Florida. It is a criterion referenced test designed to measure the state’s Florida

Standards, in which student performance is measured in scaled scores and reported in achievement

levels that range from 1 (low) to 5 (high). The FSA is administered statewide, in ELA to Grades

3 through 10, and in Mathematics to Grades 3-8; during the spring of each school year. An

achievement level of 3 or higher constitutes the statewide standard for proficiency.

Table 1

Achievement Test Administration by Grade Reading/English Language Arts Mathematics

Grade

(2017) Pretest (2017) Posttest (2018) Pretest (2017) Posttest (2018)

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 FSA/ELA FSA/ELA FSA/MATH FSA/MATH




7a FSA/ELA FSA/ELA FSA/MATH Algebra 1 EOC



8b FSA/ELA FSA/ELA FSA/MATHc Geometry EOC


9b FSA/ELA FSA/ELA FSA/MATHc Geometry EOC

10b FSA/ELA FSA/ELA FSA/MATHc Geometry 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. aAlgebra 1. bGeometry. cThe test administered in 2016 to the grade two less than the posttest grade (2018) is used as a covariate

in analyses in which Geometry serves as the posttest, because it is more highly correlated to that posttest than the sequentially

administered End of Course mathematics test (Algebra 1).

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

students’ mastery of the Florida Standards in Algebra 1 and Geometry, respectively or equivalent

courses. Results are measured in scaled scores and reported in achievement levels that range from

1 (low) to 5 (high). An achievement level of 3 or higher constitutes 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 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, exceptional 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. The 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

All the charter schools that operated in the district during the 2017-18 school year (n=130) served

one or more of the tested grades. Of the 49,622 first through tenth grade students that attended

those schools in October and February of 2017-18, the inclusion criteria of ten students per group

was met in Reading/English Language Arts by 92.9% (46,106) of the students at 119 schools and

in Mathematics by 86.9% (43,130) of the students at 117 schools.

Grade-level comparisons of the groups' impact scores meeting the inclusion criteria, resulted in

527 comparisons in Reading/English Language Arts and 599 comparisons in Mathematics. A total

of 43.7% of the Reading/English Language Arts comparisons and 46.2% of the Mathematics

comparisons were not statistically significant, indicating that in almost half of the 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

Reading/English Language Arts Mathematics

Grand Effect Size/

Confidence Interval

Grand Effect Size/

Confidence Interval

School (Work Location)

Grades/

Tests

Total

Students dlower d dupper

Grades/

Tests

Total


Academir Charter School Middle (6082) 3 658 -0.02 0.13 0.29 5 648 0.29 0.44 0.60

Academir Charter School Preparatory (1015) 5 1,012 -0.06 0.06 0.18 5 1,010 -0.05 0.07 0.19

Academir Charter School West (0410) 5 930 -0.40 -0.27 -0.14 5 930 -0.30 -0.17 -0.04

Academir Preparatory Academy (2002) 5 566 -0.20 -0.04 0.13 5 566 -0.10 0.07 0.23

Academy for International Education Charter (5044) 8 954 -0.39 -0.26 -0.13 9 944 -0.25 -0.12 0.01

Academy of Arts and Minds (7022) 2 118 0.13 0.49 0.86 2 76 -0.26 0.19 0.64

Advantage Academy Santa Fe (3025) 5 308 -0.70 -0.48 -0.25 5 310 -0.57 -0.35 -0.12

Alpha Charter of Excellence (5410) 5 508 -0.40 -0.22 -0.05 5 508 -0.66 -0.48 -0.30

Archimedean Academy (0510) 5 1,054 -0.22 -0.10 0.02 5 1,056 -0.06 0.06 0.18

Archimedean Conservatory (6006) 3 654 -0.01 0.14 0.29 4 638 -0.10 0.06 0.22

Archimedean Upper Conservatory Charter (7265) 2 384 0.03 0.23 0.43 1 28 -0.23 0.52 1.28

Arts Academy of Excellence (7043) 1 28 -0.82 -0.08 0.66 1 28 -1.86 -1.06 -0.27

Aspira Arts Deco Charter (6070) 3 896 0.07 0.20 0.33 4 892 0.43 0.56 0.70

Aspira Leadership & College Preparatory (6060) 6 510 0.04 0.21 0.38 7 478 -0.14 0.04 0.23

Aspira Raul A. Martinez Charter (6020) 3 878 0.17 0.30 0.44 4 876 0.32 0.46 0.59

Aventura City of Excellence (0950) 8 1,710 -0.17 -0.08 0.02 10 1,530 0.01 0.11 0.21

Beacon College Preparatory (4002) 5 530 -0.38 -0.21 -0.04 5 530 -0.55 -0.38 -0.20

Ben Gamla Charter School (5022) 8 360 -0.21 0.00 0.20 7 326 -0.33 -0.11 0.10

Bridgeprep Academy Greater Miami (2013) 5 906 -0.21 -0.08 0.05 5 906 -0.24 -0.11 0.02

Bridgeprep Academy Interamerican (5020) 5 240 -0.69 -0.43 -0.17 5 242 -0.36 -0.11 0.15

Bridgeprep Academy South (2003) 8 920 -0.49 -0.36 -0.23 10 922 -0.63 -0.49 -0.36

Bridgeprep Academy Village Green (3034) 8 1,202 -0.15 -0.04 0.07 9 1,206 -0.15 -0.03 0.08

Chambers High School (7065) 1 86 -0.38 0.04 0.47 -- -- -- -- --

Charter High School of the Americas (7080) 2 164 0.82 1.15 1.48 3 144 0.88 1.25 1.62

Charter School at Waterstone (1010) 5 1,686 -0.19 -0.09 0.00 5 1,686 -0.16 -0.06 0.03

City of Hialeah Education Academy (7262) 5 988 -0.26 -0.14 -0.01 7 778 -0.53 -0.38 -0.24

Coral Reef Montessori Academy Charter (0070) 8 746 0.01 0.15 0.30 9 698 -0.17 -0.02 0.13

Doctors Charter Miami Shores (6040) 5 804 0.11 0.25 0.39 7 696 0.08 0.23 0.38

Doral Academy (3030) 5 1,802 -0.17 -0.08 0.02 5 1,800 -0.21 -0.12 -0.03

Doral Academy Charter Middle (6030) 3 2,318 -0.22 -0.14 -0.06 6 2,286 -0.09 -0.01 0.07

Doral Academy High School (7020) 2 1,588 0.02 0.12 0.22 3 1,032 0.21 0.33 0.45

Doral Academy of Technology (3029) 3 422 -0.09 0.10 0.29 5 362 -0.04 0.17 0.37

Doral International Academy (3026) 7 1,428 -0.05 0.06 0.16 7 1,434 -0.10 0.00 0.11

Doral Performing Arts Academy (7009) 2 376 -0.12 0.08 0.28 3 218 0.30 0.58 0.86

Downtown Doral Charter Elementary (3002) 5 1,184 -0.27 -0.15 -0.04 5 1,186 -0.06 0.06 0.17

Downtown Miami Charter School (3600) 6 936 -0.09 0.04 0.16 6 940 0.03 0.17 0.30

Everglades Preparatory Academy (5006) 3 916 0.09 0.22 0.35 4 898 -0.12 0.02 0.15

Everglades Preparatory Academy High (7060) 2 522 0.36 0.53 0.71 3 420 0.29 0.48 0.68

Excelsior Charter Academy (5032) 8 606 -0.13 0.03 0.19 8 600 -0.01 0.15 0.31

Excelsior Language Academy K-8 (5029) 8 416 -0.33 -0.13 0.06 9 422 -0.25 -0.06 0.14

Florida International Academy (6010) 3 436 -0.14 0.05 0.24 3 414 -0.12 0.07 0.26

Gibson Charter School (2060) 6 206 0.02 0.30 0.58 6 206 -0.20 0.09 0.37

Hive Preparatory School (1014) 8 988 -0.01 0.12 0.24 9 984 -0.23 -0.10 0.02

Imater Academy (5384) 5 1,014 -0.11 0.02 0.14 5 1,014 -0.32 -0.20 -0.07

Imater Academy Middle School (6014) 3 1,484 -0.37 -0.27 -0.16 5 1,484 -0.16 -0.05 0.05

Imater Preparatory Academy High (7090) 2 964 -0.38 -0.25 -0.13 3 644 -0.19 -0.04 0.12

International Studies Charter Middle (6045) 3 554 -0.59 -0.42 -0.25 5 524 -0.58 -0.41 -0.23

International Studies Charter Senior (7007) 2 366 -0.40 -0.20 0.01 3 188 0.14 0.44 0.73

(table continues)



Table 2, continued


Grand Effect Size/

Confidence Interval

Grand Effect Size/

Confidence Interval


Grades/

Tests

Total


Grades/

Tests

Total


Isaac Academy K-8 (2004) 5 260 -0.71 -0.46 -0.21 5 260 -0.73 -0.48 -0.23

Just Arts and Management Charter (6083) 3 342 0.18 0.40 0.61 4 290 -0.29 -0.05 0.18

Keys Gate Charter High School (7050) 2 632 0.37 0.53 0.69 3 518 0.43 0.61 0.78

Keys Gate Charter School (3610) 8 2,946 0.08 0.15 0.23 10 2,776 0.09 0.17 0.24

LBA Construction and Business Management (7066) 2 90 0.00 0.42 0.84 2 56 -0.15 0.38 0.92

Lincoln-Marti Charter Hialeah (5007) 10 476 0.12 0.30 0.48 9 428 0.07 0.26 0.46

Lincoln-Marti Charter International Campus (5043) 7 444 -0.20 -0.01 0.18 7 444 0.17 0.37 0.56

Lincoln-Marti Charter Little Havana (5025) 8 1,096 0.02 0.14 0.26 9 1,098 0.45 0.58 0.70

Mater Academy (0100) 5 1,674 -0.30 -0.21 -0.11 5 1,668 -0.34 -0.25 -0.15

Mater Academy at Mount Sinai (5054) 5 250 -0.51 -0.26 -0.01 5 250 -0.11 0.14 0.39

Mater Academy Bay Elementary (4010) 5 572 -0.13 0.03 0.20 5 570 -0.19 -0.03 0.14

Mater Academy Bay Middle (6032) 2 164 0.03 0.34 0.64 2 166 0.18 0.49 0.80

Mater Academy Charter High (7160) 2 1,598 0.09 0.19 0.29 3 964 -0.14 -0.01 0.11

Mater Academy Charter Middle (6012) 3 2,410 -0.14 -0.06 0.02 4 2,300 -0.13 -0.04 0.04

Mater Academy East Charter (3100) 5 746 -0.35 -0.21 -0.06 5 790 -0.39 -0.25 -0.11

Mater Academy East High School (7037) 2 238 -0.43 -0.17 0.08 2 208 -1.27 -0.98 -0.69

Mater Academy East Middle (6009) 3 314 -0.30 -0.08 0.14 4 310 -0.49 -0.27 -0.04

Mater Academy High International Studies (7024) 1 48 0.14 0.73 1.31 1 36 -1.45 -0.77 -0.09

Mater Academy Lakes High School (7018) 2 1,324 -0.48 -0.37 -0.27 3 976 -0.55 -0.43 -0.30

Mater Academy Lakes Middle (6033) 3 1,544 -0.40 -0.30 -0.20 5 1,496 -0.72 -0.62 -0.51

Mater Academy Miami Beach (5047) 9 876 -0.09 0.04 0.17 10 864 -0.44 -0.30 -0.16

Mater Academy of International Studies (1017) 5 816 -0.33 -0.20 -0.06 5 816 -0.31 -0.17 -0.03

Mater Brickell Preparatory Academy (5046) 8 262 -0.39 -0.15 0.10 8 262 -0.53 -0.28 -0.04

Mater Gardens Academy (0312) 5 956 -0.30 -0.18 -0.05 5 956 -0.30 -0.17 -0.05

Mater Gardens Academy Middle (6042) 3 394 -0.26 -0.06 0.13 5 340 -0.11 0.10 0.32

Mater Grove Academy (5045) 8 1,072 -0.21 -0.09 0.03 8 1,072 -0.14 -0.02 0.10

Mater International Academy (3000) 3 220 -0.44 -0.18 0.09 3 220 -0.53 -0.26 0.02

Mater International Preparatory (6047) 4 304 -0.25 -0.03 0.20 5 302 -0.37 -0.14 0.09

Mater Performing Arts Academy (7014) 2 332 -0.18 0.04 0.26 3 168 -0.87 -0.56 -0.25

Miami Arts Charter (7059) 5 2,456 0.09 0.17 0.24 7 2,052 0.36 0.45 0.54

Miami Children's Museum (4000) 5 422 -0.15 0.04 0.24 5 424 -0.44 -0.25 -0.06

Miami Community Charter High School (7058) 2 236 0.23 0.49 0.75 1 90 0.03 0.45 0.87

Miami Community Charter Middle (6048) 3 466 0.03 0.21 0.39 6 476 -0.07 0.12 0.30

Miami Community Charter School (0102) 5 810 -0.21 -0.07 0.06 5 810 -0.33 -0.19 -0.05

Palm Glades Preparatory Academy (3032) 3 592 0.00 0.17 0.33 4 578 -0.28 -0.11 0.05

Palm Glades Preparatory High School (7032) 2 362 0.18 0.39 0.60 2 296 0.06 0.29 0.52

Pinecrest Academy Charter High (7053) 2 512 0.06 0.23 0.41 3 396 -0.30 -0.10 0.09

Pinecrest Academy Charter Middle (6022) 3 992 -0.32 -0.19 -0.07 6 986 -0.21 -0.09 0.04

Pinecrest Academy School (5048) 8 808 -0.32 -0.18 -0.04 8 808 -0.20 -0.06 0.08

Pinecrest Academy South Campus (0342) 5 1,140 -0.46 -0.34 -0.22 5 1,144 -0.34 -0.22 -0.11

Pinecrest Cove Academy (5049) 8 1,488 -0.35 -0.25 -0.15 8 1,386 -0.74 -0.63 -0.52

Pinecrest Glades Academy (2031) 5 882 -0.37 -0.24 -0.11 5 882 -0.11 0.02 0.15

Pinecrest Glades Preparatory Academy (7027) 4 598 -0.53 -0.37 -0.21 7 592 -0.46 -0.30 -0.13

Pinecrest Preparatory Academy (0600) 5 912 -0.12 0.01 0.14 5 912 -0.21 -0.08 0.05

Renaissance Elementary Charter (0400) 5 1,336 -0.09 0.02 0.13 5 1,336 -0.16 -0.05 0.06

Renaissance Middle Charter (6028) 3 738 0.21 0.36 0.50 4 742 0.09 0.23 0.38

Somerset Acad Middle (South Miami) (6053) 3 428 -0.04 0.15 0.34 3 426 -0.32 -0.13 0.06

Somerset Academy (0520) 5 984 -0.19 -0.07 0.06 5 982 -0.27 -0.15 -0.02

Somerset Academy (Silver Palms) (0332) 6 1,556 -0.19 -0.09 0.01 9 1,552 -0.21 -0.11 -0.01

Somerset Academy at Silver Palms (4012) 5 1,132 -0.40 -0.28 -0.17 5 1,132 -0.43 -0.31 -0.19

(table continues)



Table 2, continued


Grand Effect Size/

Confidence Interval

Grand Effect Size/

Confidence Interval


Grades/

Tests

Total


Grades/

Tests

Total


Somerset Academy Bay (5062) 5 434 -0.74 -0.55 -0.36 5 432 -0.45 -0.26 -0.07

Somerset Academy Bay Middle (6128) 3 130 -0.17 0.17 0.52 3 130 -0.04 0.31 0.66

Somerset Academy Charter Elementary (0339) 5 772 -0.29 -0.15 0.00 5 772 -0.08 0.07 0.21

Somerset Academy Charter High (7042) 2 414 -0.50 -0.31 -0.11 3 276 -0.36 -0.12 0.12

Somerset Academy Elementary (2007) 5 654 -0.29 -0.13 0.02 5 654 -0.21 -0.06 0.09

Somerset Academy High South (7038) 1 36 -1.44 -0.77 -0.09 -- -- -- -- --

Somerset Academy High South (Homestead) (7034) 2 356 0.30 0.51 0.72 3 276 -0.04 0.20 0.43

Somerset Academy Middle (6004) 3 470 -0.12 0.06 0.24 5 468 -0.56 -0.38 -0.20

Somerset Academy Middle South (6013) 3 946 -0.22 -0.09 0.04 6 938 0.01 0.14 0.27

Somerset Arts Academy (2012) 5 588 -0.11 0.05 0.21 5 592 -0.32 -0.16 0.00

Somerset Gables Academy (5008) 5 806 -0.32 -0.18 -0.04 5 810 -0.54 -0.40 -0.26

Somerset Oaks Academy (3033) 8 948 -0.32 -0.19 -0.07 7 924 -0.45 -0.32 -0.19

Somerset Preparatory Academy Sunset (5002) 5 416 -0.56 -0.36 -0.17 5 416 -0.41 -0.22 -0.03

Sports Leadership and Management Charter (6015) 3 1,054 -0.40 -0.28 -0.16 4 1,040 -0.36 -0.24 -0.11

Sports Leadership And Management North (6024) 2 270 -0.17 0.07 0.31 2 266 -0.48 -0.23 0.01

Sports Leadership of Miami Charter (7016) 2 618 -0.21 -0.05 0.11 3 504 -0.50 -0.33 -0.15

Summerville Advantage Academy (0072) 5 820 -0.17 -0.03 0.11 5 802 -0.08 0.06 0.20

The Seed School of Miami (6018) 4 372 0.03 0.23 0.43 4 376 -0.29 -0.09 0.12

True North Classical Academy (1000) 7 528 -0.03 0.15 0.32 8 526 0.10 0.27 0.44

Youth Co-op Charter School (1020) 8 1,734 -0.33 -0.23 -0.14 9 1,550 -0.42 -0.32 -0.22

Youth Co-op Preparatory High School (7070) 2 270 0.07 0.31 0.55 2 194 -0.76 -0.47 -0.18

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 (orange) 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. Cells with dashes “—” indicate that data are not available.

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 each 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's. If both

signs are negative (dark shaded orange), 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, Academir Charter School West (0410) has a

lower CI limit (d lower = -0.40) and an upper CI limit (d upper = -0.14) that are both negative;

therefore, its mean impact score trails that of the comparison group. In contrast, in Mathematics,

Academir Charter School Middle (6082) has a lower CI limit (d lower = 0.29) and an upper CI limit

(d upper = 0.60) that are both positive; therefore, its mean impact score exceeds that of the

comparison group. Finally, in Reading/English Language Arts Academir Charter School

Preparatory (1015) has a lower CI limit that is negative (d lower = -0.06) and an upper CI limit that

is positive (d upper = 0.18); therefore, its CI passes through zero and its mean impact score does not

significantly differ from that of the comparison group.



The following summary of each charter schools' overall performance is obtained by examining the

grand effect sizes and confidence intervals in each subject area.

• In Reading/English Language Arts, 43.7% of the charter schools had results that were not

significantly different from the traditional school comparison group, while 31.1% had results

that were significantly lower, and 25.2% had results that were significantly higher.

• In Mathematics, 46.2% of the charter schools had results that were not significantly different

than the traditional school comparison group, while 34.2% had results that were significantly

lower, and 19.7% had results that were significantly higher.

Of the 117 charter schools with complete data, 20.5% had results that were significantly lower

than the traditional school comparison group in both subject areas. Only 12.8% of those schools

had results that were significantly higher in both.

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 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 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

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.

(+) Charter > Traditional

(-) Charter < Traditional

Figure 4. Reading/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 traditional schools.



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.



Figure 6. 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.





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 the 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 92.9% and the Mathematics scores of 86.9% of the

students in Grades 1 through 10 were analyzed. Grade-level comparisons of the groups' impact

scores, resulted in 527 comparisons in Reading/English Language Arts at 119 schools and 599

comparisons in Mathematics at 117 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 almost half of the charter schools performed no differently from the comparison

group in each subject area. Where significant differences were found, both subject areas favored

the traditional school comparison group.



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

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for

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 (2017). R: A language and environment for statistical computing. R

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

July 23, 2018, 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.

http://vnweb.hwwilsonweb.com.ezproxy.fiu.edu/

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

http://cran.cnr.berkeley.edu/bin/windows/base/R-3.0.0-win.exe



Page 17

Appendix A

Statistical Addendum

Page 18

A full description of the methodology used to match the charter and comparison groups and an

analysis of the data that resulted is presented in the following addendum to the methodology

section of this review.

Matching

Multivariate and Propensity Score Matching Software with Automated Balance Optimization

Multivariate Matching (Mebane & Sekhon, 2011; Sekhon, 2011) in R3.3.0 (R Core Development

Team, 2017) was used to produce separate unique comparison groups for each grade and test in

Reading/English Language Arts and Mathematics. Each treatment and comparison group that

resulted from the matching process conformed to a non-equivalent group design (Campbell &

Stanley, 1963) in which statistical procedures used students’ characteristics, pretests, and posttest

scores to compare the performance of students who attended charter schools with that of students

who attended the traditional schools.

Each unique comparison group was formed by matching each charter-school student to a

traditional-school student, drawn from a demographically similar nearby school, based on initial

ability and demographic characteristics. The groups, created at the same time, but without

replacement, were optimized to achieve the greatest similarity across the entire sample. Matching

variables included baseline achievement; eight student-level variables, i.e., baseline achievement

(pretest score), female, Black, Free/Reduced Price Lunch eligibility, over age for grade status,

English language learner status, and Exceptional Student Education status (Student with Disability

or Gifted); four school-level variables, i.e., percent Black, White/Other, Free/Reduced Price

Lunch eligible, proficient in Reading/English Language Arts, defined for these analyses, based on

students’ scores on the 2017 state/districtwide assessment, as (51st percentile and above, SAT-10,

Grades K-2 and levels 3 and above, FSA/ELA, Grades 3-9); and school geographic location (i.e.,

latitude and longitude).

No significant between-group differences were found on six of the eight student-level and one of

the four school-level matching variables. Thus, the match was successful in forming comparable

groups for each charter school, grade, and test in each subject area, even though the number of

traditional-school students available to pair to each charter-school student was small: between 3

(Grade 6, English Language Arts/Reading) and 6 (Grade 10, Geometry). Moreover, the charter-

school students were matched to traditional-school students from schools which tended to be

nearby: average distance of between 4.81 miles (Grade 5, Mathematics) and 6.83 miles (Grade 9,

Geometry).

Table A1 presents the results independent sample t-tests used to gauge the outcome of the matching

process for the one student-level (i.e., Free/Reduced Price Lunch eligibility) and three school-level

(i.e., White/Other, Free/Reduced Price Lunch, and Reading/English Language Arts proficiency)

variables with significant between-group differences. Separate sub-tables in Reading/English

Language Arts and Mathematics list for each grade and test-type, the results for the student-level

variables (i.e., group size, t-test results, and corresponding effect sizes), followed by the results for

the school-level variables (the number of school pairs, the t-test results, and corresponding effect

sizes), followed by statistics that describe the distance between the school pairs.

Page 19

Table A1

Accuracy of the Matching Process

Student-Level School-Level

Free/Reduced

Free/Reduced Reading/ELAa

Group Price Lunch School White/Other Price Lunch Proficiency Distance

Grade Size t p d Pairs t p d t p d T p d M SD

Reading/English Language Arts Sample

1

4,687 -3.64 *** -0.08

741

-2.65 ** -0.19

-9.59 *** -0.71

4.49 *** 0.33

5.04 3.61

2

4,702 -4.93 *** -0.10

796

-2.76 ** -0.20

-9.17 *** -0.65

4.21 *** 0.30

5.04 3.43

3

4,620 -3.08 ** -0.06

720

-2.63 ** -0.20

-8.70 *** -0.65

3.18 ** 0.24

4.92 3.39

4

4,482 -2.30 * -0.05

649

-2.51 * -0.20

-7.72 *** -0.61

3.48 ** 0.27

4.88 3.41

5

4,452 -2.95 ** -0.06

630

-2.78 ** -0.22

-7.69 *** -0.61

3.43 ** 0.27

4.80 3.32

6

5,895 -3.04 ** -0.06

491

-2.60 ** -0.23

-6.18 *** -0.56

1.13 0.10

5.15 3.02

7

5,314 -3.08 ** -0.06

445

-1.97 * -0.19

-4.95 *** -0.47

1.27 0.12

5.13 3.05

8

5,191 -2.64 ** -0.05

396

-1.73 -0.17

-4.58 *** -0.46

1.20 0.12

5.18 3.02

9

3,583 -0.67 -0.02

183

-3.02 ** -0.45

-1.67 -0.25

-1.48 -0.22

5.62 3.36

10

3,258

-0.47 -0.01 175 -3.29 ** -0.50 -1.85 -0.28 -1.55 -0.24 5.34 3.17

Mathematics Sample

1

4,705 -4.01 *** -0.08

774

-2.66 ** -0.05

-9.81 *** -0.20

4.83 *** 0.10

5.10 3.61

2

4,699 -4.68 *** -0.10

805

-2.85 ** -0.06

-9.19 *** -0.19

4.23 *** 0.09

5.04 3.38

3

4,620 -3.21 ** -0.07

745

-2.81 ** -0.06

-8.82 *** -0.18

3.29 ** 0.07

5.00 3.47

4

4,480 -2.41 ** -0.05

677

-2.63 ** -0.06

-7.76 *** -0.16

3.61 *** 0.08

4.91 3.40

5

4,467 -2.90 ** -0.06

632

-2.75 ** -0.06

-7.77 *** -0.16

3.46 *** 0.07

4.81 3.30

6

5,805 -3.18 ** -0.06

505

-2.60 ** -0.05

-6.37 *** -0.12

1.08 0.02

5.24 3.09

7

4,470 -2.27 * -0.05

471

-2.61 ** -0.06

-4.86 *** -0.10

1.35 0.03

5.39 3.16

7b

546 -0.12 -0.01

129

-1.20 -0.07

-2.65 ** -0.16

3.24 ** 0.20

6.30 3.51

8

2,656 -3.38 *** -0.09

364

-1.17 -0.03

-5.56 *** -0.15

0.51 0.01

5.62 3.20

8b

1,879 -1.34 -0.04

398

-3.87 *** -0.13

-3.35 *** -0.11

2.85 ** 0.09

5.56 3.25

8c 388 -0.07 -0.01 106 -0.66 -0.09 -1.81 -0.25 1.93 0.27 5.61 3.03

9b

2,233 -2.61 ** -0.08

189

-1.86 -0.06

-4.58 *** -0.14

0.82 0.02

6.83 3.82

9c

824 -0.15 -0.01

114

-3.81 *** -0.19

1.47 0.07

-0.55 -0.03

5.11 2.98

10c 1,592 -1.81 -0.06 140 -2.04 * -0.07 -3.92 *** -0.14 0.07 0.00 6.42 3.94

Note. Demographic and achievement variables are expressed in percentage units, while distance is in miles. The degrees of freedom used in

determining significance levels are two less than twice group size (student level) or number of school pairs (school level). 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. aReading/English/Language Arts. bAlgebra 1. cGeometry. * p < .05. ** p < .01. *** p < .001.

The effect sizes of the significantly different student-level variables were weak in magnitude and

the average distance in miles to the schools from which the matches were drawn was small. Finally,

the effect sizes of the significantly different school-level variables were weak to moderate in

magnitude. It should be noted that six of the matching variables (female, Black, Free/Reduced

Price Lunch eligibility, over age for grade status, and status as a current/former English language

learner, and status as a disabled/gifted exceptional student) did not generate significant differences

indicating that the match was successful at creating non-equivalent groups for subsequent analysis.

Page 20

Effects Estimates

For each of the sub-samples that resulted from the matching process, a non-equivalent group

design (Campbell & Stanley, 1963) used students’ demographic characteristics, pretests and

posttest scores to compare the performance of students who attended charter schools with that of

students who attended the traditional schools. The two groups are considered “nonequivalent”,

because the subjects were not randomly distributed between them. The students’ demographic

characteristics and pretest scores are used to control for differences in the groups prior to exposure

to the treatment (i.e., charter school attendance).

The non-equivalent group designs were applied by regression analyses conducted separately in

Reading/English Language Arts and Mathematics at each grade, which were used to estimate the

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. Thus, this procedure accounts for any differences between the charter and traditional groups

that were not accounted for by the matching process. Finally, 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, exceptional education participation, over age

for grade status; and the socioeconomic, ethnic, and Reading proficiency distribution of the

school's students) for each grade and outcome within each subject area, were estimated using the

all the sub-samples combined. The effects of baseline achievement on the outcomes for each

subject area, grade, and test-type were estimated separately for each individual charter school and

its comparison group.

Regression analyses were used to estimate the influence on the outcome of a one-unit change in

each 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, exceptional 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. Continuous variables are

expressed as deviations from their sample mean values.

Page 21

Table A2

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

Post Grade (2018)

1 2 3 4 5 6 7 8 9 10

B Β B β B β B Β B β B β B β B β B β B β

Intercept 590.50 626.72 312.56 319.3

7

330.71 333.6

3

339.59 346.86 351.24 358.1

0

Student Level

Gendera 2.54 0.02

3.15 0.04

1.37 0.04

2.21 0.06

3.11 0.08

3.12 0.07

4.41 0.11

2.27 0.06

2.37 0.06

2.44 0.06

Ethnicity

Black -6.19 -0.03

-8.25 -0.05

-6.81 -0.09

-4.37 -0.07

-6.68 -0.09

-7.87 -0.12

-3.29 -0.05

-6.01 -0.09

-6.71 -0.08

-7.78 -0.09

White/Other 5.57 0.03

-- --

-- --

-- --

-- --

-- --

-- --

1.68 0.02

-- --

2.98 0.04

Free/Reduced Price Lunch -8.80 -0.08

-7.72 -0.09

-3.36 -0.09

-2.06 -0.06

-3.55 -0.09

-2.69 -0.06

-2.19 -0.05

-2.15 -0.05

-2.01 -0.05

-- --

English Language Learner

Current -25.71 -0.22

-21.27 -0.22

-12.18 -0.26 -13.00 -0.27

-18.91 -0.29

-20.42 -0.31

-22.42 -0.32

-23.76 -0.31

-24.62 -0.34

-27.24 -0.36

Former 22.74 0.11

17.06 0.12

4.82 0.10

4.30 0.11

-- --

-- --

-- --

-- --

-- --

-1.50 -0.04

Exceptional Education

Disabled -30.63 -0.09

-18.88 -0.08

-6.16 -0.06

-8.57 -0.10

-11.14 -0.11 -11.10 -0.11

-9.88 -0.10

-9.93 -0.10

-6.82 -0.07

-10.32 -0.10

Gifted 35.64 0.12

24.98 0.15

12.90 0.20

13.63 0.27

14.16 0.25

14.92 0.25

14.30 0.22

14.84 0.24

12.45 0.20

12.93 0.20

Over Age -14.28 -0.04 -16.04 -0.08 -6.74 -0.09 -6.64 -0.11 -5.75 -0.08 -6.24 -0.09 -6.64 -0.09 -8.79 -0.13 -8.15 -0.13 -7.00 -0.11

School Level

Ethnicity

Black -- --

-0.10 -0.04

-- --

-- --

-- --

-- --

-0.03 -0.03

-- --

-- --

-0.06 -0.03

White/Other -0.30 -0.05

-- --

-- --

-- --

-- --

-- --

-- --

-- --

-- --

-- --

Free/Reduced Price Lunch -- --

0.11 0.07

0.02 0.03

0.03 0.05

0.03 0.04

0.03 0.04

0.02 0.03

0.03 0.04

-- --

-- --

Reading Proficiency 0.94 0.23

0.74 0.22

0.31 0.20

0.24 0.18

0.28 0.18

0.30 0.24

0.32 0.26

0.28 0.23

0.30 0.27

0.32 0.29

N 9,374 9,404 9,240 8,964 8,904 11,79

0

10,628 10,382 7,166 6,516 R2 .20 .23 .30 .34 .32 .40 .39 .38 .38 .44 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. R2 is the proportion of variance in the posttest explained by the model. The practical significance of R2, is based on that of f2, i.e., .02 (weak), .15 (moderate), and .35 (strong); Cohen

(1988); such that f2 = R2 / (1- R2). 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 in the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .01) a1 (female) vs. 0 (male).

Page 22

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,

current English language learners are predicted to score 17.24 scaled score points lower,

Former/non-English language learners. Black students are predicted to score 4.40 scaled score

points lower than Hispanic/White/Other students.

Female students are predicted to score 2.21 scaled score points higher than male students and Black

students are predicted to score 4.37 points lower than non-Black students. Students who are

eligible for the Free/Reduced Price Lunch program are predicted to score 2.06 scaled score points

lower than their non-eligible peers and students classified as gifted are predicted to score 14.45

scaled score points higher than students not receiving Exceptional Education services. Students

who are eligible for the Free/Reduced Price Lunch program are predicted to score 4.48 scaled score

points lower than their non-eligible peers and students classified as current English language

learners are predicted to score 13.00 scaled score points lower than students who are not classified

as English language learners while students who are classified as former English language learners

are predicted to score 4.30 scaled score points higher than students who are not classified as

English language learners. Exceptional students classified as Disabled are predicted to score 8.57

scaled score points lower than non-Exceptional students, while students who are classified as

Gifted are predicted to score 13.63 scaled score points higher than non-Exceptional students. who

are female are predicted to score 1.16 scaled score points higher than students who are male.

Finally, students who are over age for grade are predicted to score 6.64 scaled score points lower

than students who are not over age for grade.

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

school's students who are eligible for the Free/Reduced Price Lunch program predicts a 0.02 scaled

score point increase in the students' posttest scaled scores, while each one-point increase above the

sample mean in the percentage of the school’s students who are proficient in Reading/English

Language Arts predicts a 0.24 scaled score point increase in the students’ posttest scaled 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 disabled and over age for grade

having smaller, but consistently negative effects. Looking across the rows one sees that the

influence of any given predictor tends to be quite similar across the grades. Finally, the effect size

that corresponds to the model R2 (the proportion of variation in the posttest explained by the

predictors) was moderate in grades 1 and 2; and strong in grades 3 to 10. The effects of the

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

columns of Tables A3-A4.

Page 23

Table A3

Regression Analysis of the Effect of Demographic Characteristics on the Mathematics Posttest (Grades 1 – 7)

1 2 3 4 5 6 7 7a

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

Intercept 587.76 624.28 312.22 326.57 333.74 332.97 339.08 527.19

Student Level

Gender -5.41 -0.06

-5.78 -0.07

-3.01 -0.08

-3.24 -0.08

-2.69 -0.06

0.83 0.02

-2.57 -0.06

-- --

Ethnicity

Black -13.17 -0.08

-11.09 -0.06

-5.03 -0.07

-6.43 -0.09

-5.87 -0.07

-6.63 -0.10

-4.22 -0.07

-- --


4.50 0.03

-- --

-- --

2.74 0.03

-- --

-- --

-- --

Free/Reduced Price Lunch -7.80 -0.08

-8.92 -0.10

-3.37 -0.09

-3.33 -0.09

-3.82 -0.09

-2.46 -0.06

-- --

-3.89 -0.09


Current -17.22 -0.17

-16.02 -0.16

-8.20 -0.18

-9.24 -0.17

-12.72 -0.18

-10.61 -0.16

-11.60 -0.18

-- --

Former 18.25 0.10

17.80 0.12

5.29 0.11

3.59 0.08

2.15 0.05

1.94 0.04

-- --

-- --


Disabled -27.90 -0.09

-24.54 -0.10

-8.23 -0.09

-10.39 -0.11

-11.81 -0.11

-12.29 -0.13

-10.14 -0.10

-- --

Gifted 34.57 0.13

30.04 0.17

11.95 0.20

14.89 0.26

15.28 0.25

14.66 0.24

14.59 0.19

11.14 0.25

Over Age -11.49 -0.04 -13.98 -0.07 -7.53 -0.10 -7.49 -0.11 -8.08 -0.10 -6.28 -0.09 -7.81 -0.11 -- --

School Level

Ethnicity

Black -0.10 -0.04

-0.20 -0.07

-- --

-- --

-- --

-- --

-0.05 -0.05

-- --

White/Other -0.25 -0.05

-0.23 -0.05

-- --

-- --

-- --

0.10 0.04

0.11 0.04

0.52 0.17

Free/Reduced Price Lunch 0.06 0.03

0.10 0.06

0.04 0.06

0.07 0.09

0.03 0.03

0.07 0.09

-- --

0.14 0.13

Reading Proficiency 0.73 0.20 0.79 0.22 0.30 0.21 0.29 0.18 0.30 0.18 0.34 0.29 0.30 0.25 0.30 0.22

N 9,410 9,398 9,240 8,960 8,934 11,610 8,940 1,092

R2 .16 .23 .26 .26 .25 .34 .28 .20

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. R2 is the proportion of variance in the posttest explained by the model. The practical significance of R2 is based on that of f2, i.e., .02 (weak), .15 (moderate), and .35 (strong); Cohen (1988); such that f2 = R2 / (1- R2). 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 in the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .01) a1 (female) vs. 0 (male). bAlgebra 1

Page 24

Table A4

Regression Analysis of the Effect of Demographic Characteristics on the Mathematics Posttest (Grades 8-10)

Post Grade (2018)

8 8b 8c 9b 9c 10c

Predictor B β B β B β B β B β B β

Intercept 338.60 516.63 527.01 497.91 519.37 501.57

Student Level

Gendera -- --

-- --

-- --

-- --

-2.26 -0.06

-2.36 -0.05

Ethnicity

Black -4.47 -0.08

-- --

-- --

-5.57 -0.06

-9.29 -0.10

-4.90 -0.05

White/Other -- --

-- --

7.04 0.15

-- --

-- --

-- --

Free/Reduced Price Lunch -- --

-1.77 -0.04

-- --

-- --

-- --

-- --


Current -6.48 -0.10

-- --

-- --

-6.32 -0.09

-- --

-7.86 -0.10

Former -- --

2.88 0.07

-- --

2.04 0.04

-- --

-- --


Disabled -7.99 -0.09

-- --

-- --

-10.63 -0.10

-- --

-7.17 -0.07

Gifted 9.13 0.09

7.97 0.13

11.06 0.30

9.12 0.08

5.35 0.11

9.04 0.08

Over Age -7.96 -0.14 -4.96 -0.06 -- -- -9.45 -0.14 -5.94 -0.08 -9.32 -0.14

School Level

Ethnicity

Black -- --

-- --

-- --

-- --

-- --

-- --


-- --

-- --

-0.18 -0.05

-0.39 -0.14

-0.21 -0.06

Free/Reduced Price Lunch 0.04 0.06

-- --

-- --

-- --

-0.09 -0.10

-- --

Reading Proficiency 0.31 0.26 0.25 0.19 0.23 0.20 0.37 0.23 0.34 0.30 0.45 0.31

N 5,312 3,758 776 4,466 1,648 3,184

R2 .21 .08 .21 .13 .12 .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. R2 is the proportion of variance in the posttest explained by the model. The practical significance of R2, based on that of f2, i.e., .02 (weak), .15 (moderate),

and .35 (strong); Cohen (1988); such that f2 = R2 / (1- R2). 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 in the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .01) a1 (female) vs. 0 (male). bAlgebra 1. cGeometry.

Page 25

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) except for Grade 8 Geometry.

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. Figure A1 and A2 depict the

proportion of variance, R2, in the posttest explained by these models, controlling for student/school

demographic factors and Reading/English Language Arts proficiency, by grade.

Figure A1. Proportion of variance, R2, in each schools’ students’ Reading/English Language Arts

posttest scores predicted by their Reading/English Language Arts pretest scores, controlling for

the influence of demographic factors and Reading/English Language Arts proficiency, by grade.

Separate models fitting the pretest to the posttest for each grade within each subject area were

estimated after the effects of the demographic factors were considered. The figures display the

frequency of schools that fall within each of 10 adjacent bands two-tenths of a point in width, by

grade. The average value of R2 and number of schools within each grade level sample is shown at

the top at bottom of the graph, respectively.

(M=.28) (M=.28) (M=.31) (M=.27) (M=.34) (M=.33) (M=.36) (M=.38) (M=.36) (M=.36)

(n=61) (n=61) (n=62) (n=58) (n=61) (n=59) (n=54) (n=51) (n=32) (n=29)

1 2 3 4 5 6 7 8 9 10

Grade

Page 26

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 28 (Grade 1-2) and 38 (Grades 8) percent of the variance in the posttest

after the demographic factors and Reading/English Language Arts proficiency were considered.

Figure A2. Proportion of variance, R2, in each schools’ students’ Mathematics posttest scores

predicted by their pretest scores, controlling for the influence of demographic factors and

Reading/English Language Arts proficiency, 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).

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

for FSA/Mathematics (Grades 5 - 7) and the Algebra 1 and Geometry End-of-Course examinations

(Grades 7-9).

Impact Assessment

Estimates of the 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

(M=.25) (M=.27) (M=.28) (M=.37) (M=.41) (M=.40) (M=.42) (M=.43) (M=.32) (M=.40) (M=.42) (M=.40) (M=.41) (M=.38)

(n=61) (n=61) (n=62) (n=60) (n=61) (n=60) (n=56) (n=26) (n=45) (n=51) (n=26) (n=32) (n=32) (n=31)

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

Grade

Page 27

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.

Page 28

Appendix B

Miami-Dade County Public Schools

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

Student-Achievement Results

Page 29

The tables that follow present detailed results for each of the 119 charter schools with one or more

grades that met the criteria for inclusion in the data analyses (i.e., ten students per group each of

whom attended the same school and grade during October and February of the 2017-18 school

year and had valid pre- and post- scores) at one or more of the tested grades in either

Reading/English Language Arts or Mathematics. Results for the 11 schools that did not meet the

inclusion criteria at any grade in either subject area are not shown.

Each of the tables lists for each grade within each subject area; the groups’ pretest and posttest

mean scaled scores; the results of an independent sample t-test that gauges the statistical

significance of the differences in the groups’ scores; and the estimate and confidence interval of

the effect size of that difference. A summary of the school’s performance both subject areas

appears at the bottom of each table.

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

6 147 323.3 327.2 147 322.9 329.9 2.54 0.06 0.29 0.52 148 325.7 329.9 148 326.3 330.9 2.04 * 0.24 0.01 0.47

7 101 327.8 338.4 101 326.7 334.8 -0.97 -0.41 -0.14 0.14 86 320.5 331.3 86 319.3 336.3 3.76 *** 0.58 0.27 0.88

7a

-- -- -- -- -- -- -- -- -- -- 17 348.5 529.9 17 347.6 530.7 1.27 0.45 -0.23 1.13

8 81 333.5 342.5 81 332.4 343.5 1.25 *** -0.11 0.20 0.51 58 324.3 334.7 58 323.8 342.9 4.33 *** 0.81 0.43 1.19

8a

-- -- -- -- -- -- -- -- -- -- 15 347.7 518.3 15 346.4 521.5 1.03 0.39 -0.33 1.11

8b

-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --

ALL 329 329 -0.02 0.13 0.29 324 324 0.44 0.29 0.60§

Charter School vs. Traditional M-DCPS Comparison Group

Mean Pre- and Post- Test Scores and Difference Statistics

Reading Mathematics

Difference Difference

Academir Charter Middle (6082)

Charter Traditional Effect Size Charter Traditional Effect Size

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 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.

aAlgebra 1.

bGeometry.

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

§Academir Charter Middle has test scores that are not significantly different 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.

Page B-1


1 174 498.0 561.5 174 496.4 568.6 2.66 0.07 0.29 0.50 174 506.5 560.2 174 505.6 563.5 1.95 0.21 0.00 0.42

2 101 557.0 612.0 101 552.5 600.4 -1.25 * -0.45 -0.18 0.10 100 551.4 604.9 100 545.7 596.0 -0.37 -0.05 -0.33 0.23

3 83 601.3 308.2 83 597.3 303.3 -1.10 * -0.48 -0.17 0.13 83 590.9 303.3 83 587.1 301.3 0.26 0.04 -0.26 0.35

4 80 301.9 310.6 80 300.4 312.6 1.69 -0.04 0.27 0.58 80 299.9 317.7 80 299.6 315.8 -0.09 -0.01 -0.32 0.29

5 68 311.9 327.5 68 310.9 323.9 -0.77 -0.47 -0.13 0.20 68 313.5 326.3 68 312.4 324.4 0.10 0.02 -0.32 0.35

ALL 506 506 -0.06 0.06 0.18 505 505 0.07 -0.05 0.19§






aAlgebra 1.

bGeometry.

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

§Academir Charter School Prep 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.

Academir Charter School Prep (1015)



Reading Mathematics



Page B-2


1 102 545.8 597.5 102 549.1 599.6 -2.33 * -60.00 -0.33 -0.05 102 551.3 601.3 102 550.9 601.0 -1.55 -0.22 -0.50 0.05

2 113 604.7 638.9 113 608.2 637.8 -2.43 -0.59 -0.33 -0.06 113 586.9 629.6 113 584.7 631.6 -1.10 -0.15 -0.41 0.11

3 84 633.1 315.4 84 631.6 313.7 -1.84 * -0.59 -0.29 0.02 84 633.1 314.4 84 633.0 314.4 -1.11 -0.17 -0.47 0.13

4 87 315.5 322.8 87 314.0 323.8 0.24 * -0.26 0.04 0.33 87 312.4 324.6 87 313.6 326.6 -0.37 -0.06 -0.35 0.24

5 79 326.3 337.9 79 326.7 334.6 -2.77 -0.76 -0.44 -0.13 79 329.4 337.6 79 329.4 335.6 -1.77 -0.28 -0.60 0.03

ALL 465 465 -0.40 -0.27 -0.14 465 465 -0.17 -0.30 -0.04

Effect Size






aAlgebra 1.

bGeometry.

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

§Academir West 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 the confidence intervals of the effect sizes

reported for "ALL" grades above.


Reading Mathematics


Charter Traditional Effect Size Charter Traditional

Academir West (0410)


Page B-3


1 64 496.7 572.4 64 495.7 555.0 -1.89 -0.69 -0.34 0.01 64 507.8 575.3 64 505.4 555.9 -2.92 ** -0.55 -0.90 -0.19

2 56 557.5 616.9 56 555.9 604.2 -1.52 -0.66 -0.29 0.08 56 555.9 597.4 56 550.1 605.8 2.51 * 0.48 0.10 0.85

3 47 597.9 302.6 47 596.9 303.7 0.79 ** -0.24 0.17 0.57 47 589.9 298.4 47 585.0 300.6 1.57 0.33 -0.08 0.74

4 63 303.4 311.7 63 302.2 313.4 1.20 * -0.14 0.21 0.57 63 302.7 318.9 63 303.5 321.6 1.22 0.22 -0.13 0.57

5 53 307.4 318.0 53 306.9 318.1 0.53 -0.28 0.10 0.48 53 316.9 325.3 53 316.2 323.2 -0.28 -0.05 -0.44 0.33

ALL 283 283 -0.20 -0.04 0.13 283 283 0.07 -0.10 0.23§






aAlgebra 1.

bGeometry.

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

§Academir Prep 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 group, based on the confidence


Academir Prep Academy (2002)



Reading Mathematics



Page B-4


1 38 508.1 580.2 38 504.2 554.0 -2.45 -1.03 -0.57 -0.11 38 505.6 564.5 38 500.5 558.9 0.05 0.01 -0.44 0.46

2 50 559.6 611.1 50 558.8 606.7 -0.36 * -0.46 -0.07 0.32 50 562.8 599.0 50 562.2 588.8 -1.28 -0.28 -0.67 0.12

3 45 613.4 305.6 45 614.1 304.3 -0.31 * -0.48 -0.07 0.35 45 604.6 306.0 45 601.4 311.8 2.53 * 0.54 0.12 0.96

4 41 307.0 315.3 41 305.8 312.2 -0.77 -0.61 -0.17 0.26 41 316.0 330.6 41 317.5 313.0 -6.41 *** -1.43 -1.92 -0.95

5 70 312.7 326.2 70 312.8 315.0 -4.97 -1.19 -0.85 -0.50 70 307.1 319.4 70 306.2 322.6 1.87 0.32 -0.01 0.65

6 99 323.4 330.2 99 323.4 327.8 -1.08 -0.43 -0.15 0.12 99 324.6 329.1 99 324.3 331.3 1.42 0.20 -0.08 0.48

7 59 324.4 333.5 59 325.4 331.0 -0.99 -0.55 -0.18 0.18 54 320.5 334.0 54 321.8 325.9 -3.68 *** -0.71 -1.10 -0.32

7a

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

8 75 334.6 343.7 75 335.5 342.5 -0.61 -0.42 -0.10 0.22 33 320.4 332.5 33 320.6 338.3 1.79 0.45 -0.04 0.94

8a

-- -- -- -- -- -- -- -- -- -- 42 347.3 521.2 42 346.9 507.9 -4.39 *** -0.97 -1.42 -0.52

8b

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

ALL 477 477 -0.39 -0.26 -0.13 472 472 -0.12 -0.25 0.01§

Academy For International Education Charter (5044)




Reading Mathematics


§Academy For International Education Charter 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 on

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

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

aAlgebra 1.

bGeometry.






Page B-5


1 32 535.7 598.8 32 518.6 598.0 -1.13 -0.78 -0.29 0.21 32 542.3 584.8 32 535.1 593.2 0.23 0.06 -0.43 0.55

2 28 587.3 633.0 28 586.4 614.8 -2.27 * -1.15 -0.62 -0.08 28 563.3 613.9 28 566.7 608.7 -2.00 -0.54 -1.08 -0.01

3 21 645.1 319.7 21 646.2 318.1 -1.16 -0.98 -0.37 0.24 22 634.8 313.5 22 632.1 310.1 -1.20 -0.37 -0.97 0.23

4 40 309.4 316.9 40 310.6 315.1 -1.88 * -0.87 -0.42 0.02 40 305.2 323.5 40 303.1 310.7 -4.12 *** -0.93 -1.39 -0.47

5 33 323.2 340.4 33 327.2 336.6 -2.72 -1.18 -0.68 -0.18 33 318.2 328.6 33 316.2 331.0 0.29 0.07 -0.41 0.56

ALL 154 154 -0.70 -0.48 -0.25 155 155 -0.35 -0.57 -0.12§

Advantage Academy Santa Fe (3025)






aAlgebra 1.

bGeometry.

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

§Advantage Academy Santa Fe 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 the confidence intervals of

the effect sizes reported for "ALL" grades above.




Reading Mathematics


Page B-6


1 54 487.4 555.3 54 487.1 542.4 -1.80 -0.73 -0.35 0.03 54 509.7 574.6 54 510.4 554.8 -3.09 ** -0.60 -0.99 -0.21

2 58 543.5 597.7 58 542.8 588.9 -1.42 -0.63 -0.27 0.10 58 544.0 584.6 58 544.0 575.7 -1.56 -0.30 -0.67 0.06

3 57 585.2 298.1 57 584.4 293.9 -1.62 -0.67 -0.31 0.06 57 571.2 294.9 57 569.7 292.6 -0.78 -0.15 -0.52 0.22

4 50 300.1 312.9 50 300.5 310.0 -1.29 -0.65 -0.26 0.13 50 299.4 313.5 50 299.0 303.8 -3.61 *** -0.77 -1.18 -0.36

5 35 310.3 321.4 35 309.6 324.6 0.99 * -0.23 0.24 0.71 35 315.5 330.1 35 316.0 321.5 -3.09 ** -0.78 -1.26 -0.29

ALL 254 254 -0.40 -0.22 -0.05 254 254 -0.48 -0.66 -0.30§


Reading Mathematics


Alpha Charter of Excellence (5410)







aAlgebra 1.

bGeometry.

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

§Alpha Charter of Excellence 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 the confidence intervals of



Page B-7


1 103 550.8 612.2 103 553.8 625.2 0.54 -0.20 0.08 0.35 103 566.2 605.8 103 574.8 611.2 -0.69 -0.10 -0.37 0.18

2 105 613.6 634.2 105 618.2 656.2 3.10 ** 0.16 0.43 0.70 105 610.7 637.0 105 612.2 658.0 3.02 ** 0.43 0.15 0.70

3 106 648.8 321.8 106 660.8 320.9 -2.83 -0.66 -0.39 -0.12 107 655.4 318.7 107 660.7 324.9 1.61 0.22 -0.05 0.49

4 108 318.0 327.6 108 316.3 323.4 -3.68 ** -0.77 -0.50 -0.23 108 321.1 335.8 108 322.7 337.6 -0.51 -0.07 -0.34 0.20

5 105 326.4 335.5 105 324.3 335.3 -0.84 ** -0.39 -0.12 0.15 105 335.1 343.0 105 337.7 345.4 -1.13 -0.16 -0.43 0.11

ALL 527 527 -0.22 -0.10 0.02 528 528 0.06 -0.06 0.18§



Reading Mathematics

Archimedean Academy (0510)






aAlgebra 1.

bGeometry.

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

§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 comparison group, based on the confidence




Page B-8


6 107 339.6 344.7 107 338.5 347.8 0.71 *** -0.17 0.10 0.37 107 347.1 346.2 107 347.0 360.3 7.64 *** 1.05 0.76 1.34

7a

112 347.9 354.7 112 348.7 358.8 0.37 * -0.21 0.05 0.31 111 358.6 538.2 111 360.5 532.8 -4.66 *** -0.63 -0.90 -0.36

8a

108 356.9 362.1 108 358.2 368.5 2.05 0.01 0.28 0.55 11 347.9 524.9 11 344.4 518.5 -1.77 -0.79 -1.66 0.08

8b

-- -- -- -- -- -- -- -- -- -- 90 362.2 538.1 90 364.4 540.9 -0.45 -0.07 -0.36 0.22

ALL 327 327 319 319 0.06 -0.10 0.22§






aAlgebra 1.

bGeometry.

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

§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 school comparison group, based on the


Archimedean Middle Conservatory (6006)




Reading Mathematics


Page B-9


9b

99 362.4 364.9 99 363.9 370.5 2.28 * 0.04 0.33 0.61 14 350.7 518.8 14 350.4 523.9 1.33 0.52 -0.23 1.28

10 93 368.0 372.4 93 368.5 376.5 0.94 0.03 0.23 0.43 -- -- -- -- -- -- -- -- -- --

ALL 192 192 0.03 0.23 0.43 14 14 0.52 -0.23 1.28§

Archimedean Upper Conservatory (7265)






aAlgebra 1.

bGeometry.

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

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





Reading Mathematics


Page B-10


6 148 302.6 305.9 148 301.8 310.2 3.72 0.20 0.43 0.66 149 309.5 312.8 149 308.7 321.1 6.59 *** 0.77 0.53 1.00

7 142 309.2 317.4 142 309.1 318.4 1.34 -0.07 0.16 0.39 141 313.1 320.3 141 315.4 322.7 1.89 0.23 -0.01 0.46

8 158 315.6 325.4 158 316.2 324.7 0.22 -0.20 0.03 0.25 108 307.4 318.6 108 309.1 326.6 4.07 *** 0.56 0.28 0.83

8a

-- -- -- -- -- -- -- -- -- -- 48 339.1 507.0 48 339.2 519.5 5.02 *** 1.04 0.61 1.46

ALL 448 448 0.07 0.20 0.33 446 446 0.56 0.43 0.70§

Aspira Arts Deco Charter (6070)






aAlgebra 1.

bGeometry.

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

§Aspira Arts Deco Charter 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





Reading Mathematics


Page B-11


1 49 521.8 574.9 49 524.7 573.3 0.10 ** -0.38 0.02 0.42 49 532.7 575.4 49 541.9 573.6 -0.10 -0.02 -0.42 0.38

2 51 542.4 588.3 51 547.8 600.6 2.46 *** 0.10 0.49 0.89 51 552.2 585.4 51 551.3 598.6 2.64 ** 0.53 0.13 0.92

3 53 584.8 295.6 53 583.2 292.8 -0.29 *** -0.44 -0.06 0.32 53 588.3 299.5 53 579.0 288.4 -2.91 ** -0.57 -0.96 -0.18

6 27 316.1 324.1 27 316.6 328.6 1.24 -0.19 0.34 0.88 28 320.0 323.5 28 322.5 329.8 1.83 0.50 -0.03 1.03

7 30 321.3 330.0 30 324.4 334.0 1.07 * -0.23 0.28 0.79 15 315.9 323.1 15 317.7 323.5 0.05 0.02 -0.70 0.74

7a

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

8 45 324.2 333.0 45 323.2 335.6 1.38 *** -0.12 0.29 0.71 26 315.1 329.6 26 313.5 330.5 0.58 0.16 -0.38 0.71

8a

-- -- -- -- -- -- -- -- -- -- 17 342.5 514.4 17 341.8 510.1 -0.62 -0.22 -0.89 0.46

ALL 255 255 0.04 0.21 0.38 239 239 -0.22 -0.89 0.46§

Aspira Leadership & College Prep (6060)

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


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


aAlgebra 1.

bGeometry.

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

§Aspira Leadership & College Prep 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





Reading Mathematics


Page B-12


6 135 314.5 318.8 135 306.6 310.9 2.30 0.04 0.28 0.52 136 318.4 315.9 136 313.4 308.7 4.33 *** 0.53 0.29 0.77

7 140 317.1 327.2 140 307.7 317.8 0.78 ** -0.14 0.09 0.33 140 312.8 318.9 140 304.4 316.0 4.15 *** 0.50 0.26 0.74

8 164 322.2 332.6 164 318.0 330.8 4.61 0.29 0.51 0.73 130 311.3 323.7 130 302.9 314.9 2.25 * 0.28 0.04 0.52

8a

-- -- -- -- -- -- -- -- -- -- 32 338.9 509.3 32 344.2 517.9 2.96 ** 0.75 0.25 1.26

ALL 439 439 0.17 0.30 0.44 438 438 0.46 0.32 0.59§

Aspira Raul A. Martinez Charter (6020)


Effect Size






aAlgebra 1.

bGeometry.

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

§Aspira Raul A. Martinez Charter 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



Reading Mathematics



Page B-13


1 104 511.4 589.1 104 514.6 581.4 -1.93 -0.54 -0.27 0.00 104 562.9 584.0 104 530.1 578.1 -1.20 -0.17 -0.44 0.10

2 107 587.1 629.9 107 582.9 628.7 0.10 -0.25 0.01 0.28 109 589.8 621.2 109 593.2 625.6 1.13 0.15 -0.11 0.42

3 108 632.4 318.6 108 635.4 321.9 1.25 -0.10 0.17 0.44 108 630.7 316.4 108 636.2 323.1 3.11 ** 0.43 0.16 0.70

4 113 314.7 324.9 113 315.2 325.2 0.13 -0.24 0.02 0.28 113 316.6 331.4 113 319.9 326.1 -3.43 *** -0.46 -0.72 -0.19

5 109 326.2 339.9 109 328.5 339.1 -1.32 -0.45 -0.18 0.09 109 334.5 343.5 109 335.9 347.2 1.44 0.20 -0.07 0.46

6 107 334.1 342.2 107 333.0 343.8 0.01 -0.27 0.00 0.27 82 329.1 344.0 82 322.7 344.1 1.06 0.17 -0.14 0.47

7 105 344.1 350.0 105 343.8 351.7 -0.35 -0.32 -0.05 0.22 60 336.4 342.0 60 332.6 351.3 3.77 *** 0.69 0.33 1.06

8 102 350.0 359.3 102 350.9 357.1 -2.68 -0.65 -0.38 -0.10 55 338.2 351.1 55 345.5 368.6 2.57 * 0.53 0.15 0.91

8a

-- -- -- -- -- -- -- -- -- -- 10 362.3 529.8 10 368.5 529.5 -2.45 * -1.15 -2.11 -0.20

8b

-- -- -- -- -- -- -- -- -- -- 15 368.9 547.9 15 368.9 547.9 -0.92 -0.35 -1.07 0.38

ALL 855 855 -0.17 -0.08 0.02 765 765 0.11 0.01 0.21§






aAlgebra 1.

bGeometry.

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

§Aventura City of Excellence has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based on the confidence



Aventura City of Excellence Charter (0950)



Reading Mathematics


Page B-14


1 64 507.3 568.9 64 507.0 547.4 -3.91 -1.05 -0.70 -0.34 65 493.9 555.0 65 489.8 525.3 -5.06 *** -0.98 -1.34 -0.61

2 63 551.4 590.5 63 551.5 591.4 -0.64 -0.46 -0.11 0.23 63 531.3 572.2 63 529.6 567.1 -1.52 -0.29 -0.64 0.06

3 62 597.5 298.2 62 594.5 298.3 -0.27 -0.40 -0.05 0.30 63 572.5 293.2 63 567.6 295.5 0.89 0.16 -0.19 0.51

4 37 294.8 303.5 37 293.7 305.3 0.25 -0.40 0.06 0.52 35 298.8 310.5 35 297.3 304.8 -2.52 * -0.61 -1.09 -0.13

5 39 310.6 319.2 39 312.5 321.6 -0.47 -0.55 -0.11 0.34 39 307.7 319.7 39 308.1 318.9 -1.02 -0.29 -0.73 0.16

ALL 265 265 -0.38 -0.21 -0.04 265 265 -0.38 -0.55 -0.20§






aAlgebra 1.

bGeometry.

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

§Beacon College Prep 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 the confidence intervals of the effect

sizes reported for "ALL" grades above.

Charter Traditional Effect Size

Beacon College Prep (4002)



Reading Mathematics


Charter Traditional Effect Size

Page B-15


1 19 519.5 592.6 19 519.3 558.3 -1.97 * -1.31 -0.66 0.00 19 521.2 587.5 19 519.4 581.6 -0.19 -0.07 -0.71 0.57

2 28 584.6 624.3 28 591.9 623.0 -0.69 -0.71 -0.19 0.34 28 589.6 633.1 28 590.3 631.5 -0.16 -0.04 -0.57 0.48

3 35 617.2 313.5 35 618.2 308.9 -1.61 -0.86 -0.39 0.08 35 628.4 312.1 35 626.4 308.6 -0.84 -0.20 -0.67 0.27

4 30 314.4 324.0 30 315.9 328.5 1.54 -0.11 0.40 0.92 30 313.7 325.5 30 313.9 324.7 -0.19 -0.05 -0.56 0.46

5 27 316.9 330.1 27 316.2 333.7 1.49 -0.13 0.41 0.95 27 318.6 330.4 27 315.4 330.4 0.64 0.18 -0.36 0.71

6 15 330.1 333.2 15 329.4 334.0 -0.46 -0.89 -0.17 0.54 15 322.1 337.2 15 324.9 318.5 5.98 *** 1.33 2.26 3.19

7 15 327.6 340.9 15 328.9 338.1 -0.83 -1.03 -0.31 0.41 10 328.0 335.9 10 327.4 328.8 -1.39 -0.65 -1.56 0.25

7a

-- -- -- -- -- -- -- -- -- -- 3.00 -- -- 3.00 -- -- -- -- -- --

8 12 347.0 353.8 12 348.2 355.3 0.21 *** -0.71 0.09 0.89 3 -- -- 3 -- -- -- -- -- --

8a

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

ALL 180 180 -0.21 0.00 0.20 163 163 -0.11 -0.33 0.10§






aAlgebra 1.

bGeometry.

*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, based on the confidence intervals of the

effect sizes reported for "ALL" grades above.




Ben Gamla (5022)

Reading Mathematics


Page B-16


9a

20 332.7 341.7 20 329.4 340.2 1.59 -0.12 0.51 1.15 16 332.2 491.4 16 330.1 483.2 0.06 0.02 -0.67 0.72

9b

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

10b

39 340.7 349.4 39 333.8 343.8 2.10 0.03 0.48 0.93 22 330.1 476.6 22 326.2 472.9 1.01 0.31 -0.28 0.91

ALL 59 59 0.13 0.49 0.86 38 38 0.19 -0.26 0.64




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.

aAlgebra 1.

bGeometry.

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

§Bridgeprep 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



Bridgeprep Academy of Arts & Minds (7022)



Reading Mathematics


Page B-17


1 100 511.6 578.0 100.0 507.4 558.9 -0.81 -0.39 -0.12 0.16 100 514.9 570.0 100 504.9 554.6 0.45 -0.06 -0.21 0.34

2 97 564.0 615.9 97.0 547.9 596.5 -0.37 -0.34 -0.05 0.23 97 563.7 614.9 97 553.6 585.5 -2.26 * -0.34 -0.62 -0.05

3 98 609.7 308.1 98.0 604.7 303.3 0.47 -0.21 0.07 0.35 98 611.2 307.2 98 598.9 297.5 -1.19 -0.17 -0.45 0.11

4 80 304.6 317.9 80.0 301.3 307.3 -3.04 * -0.80 -0.48 -0.17 80 304.7 319.9 80 303.8 314.6 0.13 0.02 -0.29 0.33

5 78 310.2 324.3 78.0 307.7 321.2 0.78 -0.19 0.13 0.44 78 322.6 333.7 78 318.0 325.3 -0.81 -0.13 -0.44 0.18

ALL 453 453.0 -0.21 -0.08 0.05 453 453 -0.11 -0.24 0.02§

Bridgepoint Academy Greater Miami (2013)


Reading Mathematics







aAlgebra 1.

bGeometry.

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

§Bridgepoint Academy Greater Miami 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




Page B-18


1 12 503.3 578.3 12 496.6 558.3 -0.99 -1.23 -0.42 0.39 12 508.3 569.3 12 503.5 550.1 -2.11 * -0.90 -1.74 -0.06

2 20 577.6 611.4 20 575.4 618.0 1.37 ** -0.18 0.45 1.07 20 579.9 605.0 20 574.7 609.4 0.83 0.27 -0.35 0.89

3 27 588.6 301.5 27 592.6 297.8 -1.69 -1.01 -0.47 0.07 28 585.7 293.8 28 588.7 296.8 0.99 0.27 -0.26 0.80

4 27 303.1 320.5 27 303.7 303.9 -4.38 -1.80 -1.21 -0.63 27 307.7 326.1 27 308.9 322.1 -0.79 -0.22 -0.75 0.32

5 34 311.6 326.3 34 310.7 320.9 -1.51 -0.85 -0.37 0.11 34 320.0 328.6 34 317.9 323.4 -1.18 -0.29 -0.77 0.19

ALL 120 120 -0.69 -0.43 -0.17 121 121 -0.11 -0.36 0.15§

Bridgepoint Academy Interamerican (5020)

aAlgebra 1.

bGeometry.

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

§Bridgepoint Academy Interamerican 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 on the





Reading Mathematics







Page B-19


1 58 540.4 602.7 58 541.8 588.6 -3.38 ** -1.01 -0.63 -0.26 58 535.5 590.7 58 535.5 578.4 2.10 * 0.03 0.39 0.76

2 54 597.6 630.5 54 596.4 640.1 1.98 0.00 0.38 0.76 54 589.5 624.3 54 591.9 620.9 -0.98 -0.19 -0.57 0.19

3 72 634.7 317.5 72 639.9 314.4 -2.22 -0.70 -0.37 -0.04 72 615.9 308.7 72 621.7 309.3 0.00 -0.07 0.28 0.62

4 63 311.9 317.6 63 312.3 321.8 -1.51 -0.62 -0.27 0.08 63 310.9 319.2 63 306.8 323.7 -0.37 -0.75 -0.39 -0.04

5 56 312.0 328.1 56 313.7 329.4 -0.24 -0.42 -0.05 0.33 55 317.4 319.2 55 323.0 332.3 -3.77 *** -1.11 -0.73 -0.34

6 70 325.0 332.0 70 325.1 334.5 -1.22 -0.54 -0.21 0.13 70 322.9 322.9 70 323.7 331.8 -3.43 *** -0.92 -0.58 -0.25

7 40 332.0 341.8 40 332.8 342.2 -0.13 -0.47 -0.03 0.41 40 330.0 337.8 40 332.1 342.2 -1.04 -0.68 -0.24 0.20

8 39 339.0 345.3 39 343.0 347.1 0.70 -0.29 0.16 0.60 17 326.6 319.5 17 330.4 340.9 -4.47 *** -2.36 -1.58 -0.80

8a

-- -- -- -- -- -- -- -- -- -- 22 344.9 513.4 22 347.1 515.2 0.22 -0.52 0.07 0.66

ALL 456 456 -0.13 0.00 0.13 454 454 -0.35 -0.22 -0.09§




Reading Mathematics


Bridgepoint Academy South (2003)






aAlgebra 1.

bGeometry.

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

§Bridgepoint Academy South 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


Page B-20


1 58 540.4 602.7 58 541.8 588.6 -3.38 ** -1.01 -0.63 -0.26 58 535.5 590.7 58 529.9 569.6 -3.79 *** -0.74 -1.11 -0.36

2 54 597.6 630.5 54 596.4 640.1 1.98 0.00 0.38 0.76 54 589.5 624.3 54 591.9 620.9 -0.98 -0.19 -0.57 0.19

3 72 634.7 317.5 72 639.9 314.4 -2.22 -0.70 -0.37 -0.04 72 615.9 308.7 72 621.7 309.3 -0.37 -0.06 -0.39 0.26

4 57 310.9 322.7 57 312.7 314.7 -4.33 -1.20 -0.82 -0.44 57 309.7 326.1 57 311.3 319.7 -3.31 ** -0.62 -1.00 -0.25

5 61 316.2 328.7 61 316.1 324.9 -2.06 ** -0.73 -0.38 -0.02 61 319.5 328.2 61 320.1 325.5 -1.89 -0.34 -0.70 0.01

6 75 324.7 333.0 75 323.9 325.7 -2.99 -0.82 -0.49 -0.17 75 321.4 327.2 75 319.1 314.0 -5.06 *** -0.85 -1.19 -0.52

7 39 334.0 340.9 39 328.6 333.5 -1.72 -0.84 -0.39 0.05 24 325.0 339.0 24 312.6 326.8 -0.88 -0.26 -0.83 0.31

7a

-- -- -- -- -- -- -- -- -- -- 16 348.8 528.4 16 335.6 496.8 -1.85 -0.67 -1.39 0.04

8 44 343.5 347.9 44 338.8 343.9 -0.54 -0.53 -0.12 0.30 12 326.1 336.1 12 320.0 328.7 -0.14 -0.06 -0.86 0.74

8a

-- -- -- -- -- -- -- -- -- -- 32.0 346.4 519.1 32.0 344.2 500.3 -4.77 *** -1.21 -1.74 -0.68

ALL 460 460 -0.49 -0.36 -0.23 461 461 -0.49 -0.63 -0.36§

Bridgepoint Academy Village Green (3034)






aAlgebra 1.

bGeometry.

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

§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 comparison group, based on the confidence





Reading Mathematics


Page B-21


9a

49 328.9 331.3 49 331.7 348.0 5.36 * 0.67 1.09 1.52 37 354.5 500.8 37 361.5 521.2 2.91 ** 0.69 0.22 1.16

9b

-- -- -- -- -- -- -- -- -- -- 12 357.1 510.8 12 367.2 547.0 3.25 ** 1.56 0.64 2.48

10b

33 325.9 336.8 33 329.8 356.0 4.96 0.71 1.24 1.77 23 344.3 486.4 23 350.3 532.9 8.03 *** 2.68 1.87 3.48

ALL 82 82 0.82 1.15 1.48 72 72 1.25 0.88 1.62§

Charter High School of Americas (7080)






aAlgebra 1.

bGeometry.

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

§Charter High School of Americas 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





Reading Mathematics


Page B-22


1 152 511.2 581.2 152 500.9 571.1 -1.20 -0.36 -0.14 0.09 152 517.7 554.8 152 506.8 559.2 -3.87 *** -0.47 -0.70 -0.25

2 162 573.0 615.4 162 560.3 606.3 0.41 -0.17 0.05 0.26 162 562.3 587.7 162 555.3 596.2 0.53 0.06 -0.16 0.28

3 165 602.4 306.4 165 602.8 304.4 -0.84 -0.31 -0.09 0.12 165 589.9 298.6 165 586.7 299.5 1.92 0.21 0.00 0.43

4 162 307.2 317.9 162 307.0 315.0 -1.31 -0.36 -0.15 0.07 162 302.6 602.9 162 303.7 316.4 -2.36 * -0.26 -0.48 -0.04

5 202 316.1 328.5 202 314.2 325.5 -1.25 -0.32 -0.12 0.07 202 315.6 582.7 202 313.0 325.9 0.73 0.07 -0.12 0.27

ALL 843 843 -0.19 -0.09 0.00 843 843 -0.06 -0.16 0.03§

Effect Size


Reading Mathematics



Charter School at Waterstone (1010)


§Charter School at Waterstone 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


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

aAlgebra 1.

bGeometry.






Page B-23


6 61 322.8 326.2 61 324.7 327.0 -1.14 -0.56 -0.21 0.15 61 329.1 330.6 61 331.0 337.0 1.03 0.19 -0.17 0.54

7 70 326.0 338.4 70 326.3 336.2 -2.11 -0.69 -0.36 -0.02 60 328.2 337.6 60 329.0 335.0 -2.62 * -0.48 -0.84 -0.12

7a

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

8 113 332.4 340.8 113 331.0 339.1 -2.33 -0.57 -0.31 -0.05 84 324.5 336.0 84 324.1 333.3 -2.22 * -0.34 -0.65 -0.04

8a

-- -- -- -- -- -- -- -- -- -- 17 345.9 513.8 17 346.9 520.4 0.65 0.23 -0.44 0.00

8b

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

9a

117 338.7 341.3 117 340.2 347.6 0.70 ** -0.16 0.09 0.35 76 333.9 506.0 76 335.1 499.6 -4.18 *** -0.71 -1.03 -0.38

9b

-- -- -- -- -- -- -- -- -- -- 16 346.2 509.7 16 346.8 512.3 -0.44 -0.18 -0.88 0.51

10b

133 340.4 347.9 133 339.7 351.8 -0.33 *** -0.28 -0.04 0.20 75 331.6 495.5 75 330.9 487.8 -4.24 *** -0.70 -1.03 -0.37

ALL 494 494 -0.26 -0.14 -0.01 386 386 -0.38 -0.53 -0.24§

City of Hialeah Education Academy (7262)






aAlgebra 1.

bGeometry.

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

§City of Hialeah Education 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 the confidence





Reading Mathematics


Page B-24


1 68 510.4 583.6 68 509.2 570.0 -0.85 -0.48 -0.15 0.19 68 519.9 573.8 68 516.3 578.0 2.31 * 0.40 0.06 0.74

2 60 572.3 612.6 60 571.4 611.1 1.39 -0.10 0.26 0.61 60 572.2 603.5 60 567.8 589.5 -0.62 -0.11 -0.47 0.24

3 56 613.2 306.4 56 612.7 306.5 1.16 -0.15 0.22 0.59 55 605.7 304.4 55 605.5 294.9 -2.69 ** -0.54 -0.92 -0.16

4 53 312.1 317.8 53 311.6 315.3 0.05 -0.37 0.01 0.39 53 304.7 318.3 53 301.5 308.3 -1.35 -0.26 -0.65 0.12

5 40 316.2 328.4 40 311.6 322.0 -0.42 -0.53 -0.09 0.34 40 318.4 325.3 40 312.7 320.6 0.78 0.18 -0.26 0.62

6 35 328.7 331.7 35 324.2 334.2 2.70 ** 0.17 0.66 1.14 31 321.1 326.9 31 313.7 332.0 4.18 *** 1.08 0.55 1.61

7 28 336.4 344.8 28 332.2 345.7 2.79 ** 0.22 0.76 1.30 17 330.8 346.9 17 323.5 330.3 -1.88 -0.67 -1.36 0.03

7a

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

8 33 338.3 350.3 33 335.9 345.3 0.09 -0.46 0.02 0.50 13 328.0 339.5 13 319.8 326.7 -1.90 -0.77 -1.57 0.02

8a

-- -- -- -- -- -- -- -- -- -- 12 342.5 512.3 12 338.9 504.7 -0.31 -0.13 -0.93 0.67

8b

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

ALL 373 373 0.01 0.15 0.30 349 349 -0.02 -0.17 0.13§

Coral Reef Montessori Academy (0070)






aAlgebra 1.

bGeometry.

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

§Coral Reef Montessori Academy 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





Reading Mathematics


Page B-25


6 77 332.8 340.9 77 329.5 335.8 1.03 -0.15 0.17 0.48 78 334.0 340.4 78 332.6 332.6 -0.03 -0.01 -0.32 0.31

7 86 339.0 348.2 86 336.5 344.9 2.03 0.01 0.31 0.61 85 336.2 344.6 85 332.4 339.6 1.87 0.29 -0.01 0.59

7a

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

8 85 346.1 350.9 85 342.7 352.2 3.85 * 0.29 0.59 0.90 68 332.9 344.7 68 332.3 345.2 2.84 ** 0.49 0.15 0.83

8a

-- -- -- -- -- -- -- -- -- -- 14 357.4 528.6 14 359.9 529.2 0.32 0.12 -0.62 0.87

8b

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

9a

74 350.8 356.3 74 345.9 353.7 0.77 -0.20 0.13 0.45 52 343.0 504.8 52 343.0 506.1 0.57 0.11 -0.27 0.50

9b

-- -- -- -- -- -- -- -- -- -- 21 355.5 523.7 21 358.4 523.0 -0.99 -0.31 -0.92 0.29

10b

80 356.6 364.0 80 352.6 358.5 0.19 -0.28 0.03 0.34 30 353.4 502.1 30 356.8 515.6 2.90 ** 0.76 0.24 1.29

ALL 402 402 0.11 0.25 0.39 348 348 0.23 0.08 0.38§

Doctor's Charter (6040)






aAlgebra 1.

bGeometry.

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

§Doctor's Charter 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





Reading Mathematics


Page B-26


1 155 535.2 599.8 155 544.3 609.8 -2.14 -0.47 0.00 -0.02 155 537.6 586.0 155 538.3 591.2 -1.44 -0.16 -0.39 0.06

2 151 600.6 631.3 151 605.6 648.9 1.59 -0.04 0.18 0.41 151 585.3 624.2 151 590.7 644.5 1.37 0.16 -0.07 0.38

3 147 638.6 316.1 147 643.5 323.5 1.53 -0.05 0.18 0.41 146 633.3 314.3 146 639.8 319.1 -0.18 -0.02 -0.25 0.21

4 217 316.2 326.0 217 318.5 331.4 1.24 * -0.07 0.12 0.31 217 317.3 329.7 217 318.7 331.5 -2.13 * -0.20 -0.39 -0.02

5 231 323.5 335.6 231 327.6 335.9 -5.27 -0.68 -0.49 -0.31 231 328.6 335.7 231 334.7 340.6 -2.84 ** -0.26 -0.45 -0.08

ALL 901 901 -0.17 -0.08 0.02 900 900 -0.12 -0.21 -0.03§

Doral Academy (3030)






aAlgebra 1.

bGeometry.

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

§Doral Academy 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





Reading Mathematics


Page B-27


9a

386 354.3 358.5 386 353.3 361.5 5.50 *** 0.25 0.40 0.54 222 346.5 503.9 222 349.3 512.2 0.26 0.02 -0.16 0.21

9b

-- -- -- -- -- -- -- -- -- -- 81 351.2 528.4 81 351.5 535.3 4.90 *** 0.79 0.47 1.11

10b

408 362.4 368.4 408 361.0 365.8 -1.95 -0.27 -0.14 0.00 213 349.1 505.4 213 349.7 519.0 5.05 *** 0.49 0.30 0.68

ALL 794 794 0.02 0.12 0.22 516 516 0.33 0.21 0.45§

Doral Academy High School (7020)






aAlgebra 1.

bGeometry.

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

§Doral Academy High School 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





Reading Mathematics


Page B-28


6 426 336.0 340.3 426 338.0 344.2 -0.34 ** -0.16 -0.02 0.11 422 337.5 339.3 422 338.7 342.8 0.00 0.00 -0.13 0.14

7 400 340.9 348.4 400 342.8 351.7 -2.30 -0.30 -0.16 -0.02 378 337.3 346.8 378 339.9 352.3 -1.09 -0.08 -0.22 0.06

7a

-- -- -- -- -- -- -- -- -- -- 13 357.7 530.3 13 367.1 545.2 1.50 0.61 -0.18 1.40

8 333 346.8 354.6 333 348.0 355.4 -3.26 ** -0.41 -0.25 -0.10 236 335.0 343.9 236 339.8 350.5 0.09 0.01 -0.17 0.19

8a

-- -- -- -- -- -- -- -- -- -- 72 353.4 528.5 72 355.1 535.8 0.69 0.12 -0.21 0.45

8b

-- -- -- -- -- -- -- -- -- -- 22 363.5 539.6 22 367.4 544.3 0.25 0.08 -0.51 0.67

ALL 1,159 1,159 -0.22 -0.14 -0.06 1,143 1,143 -0.01 -0.09 0.07§

Doral Academy Middle (6030)






aAlgebra 1.

bGeometry.

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

§Doral Academy Middle 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 on the confidence intervals of





Reading Mathematics


Page B-29


6 93 350.7 352.5 93 351.5 358.2 1.07 -0.13 0.16 0.45 83 357.0 351.6 83 358.6 360.0 2.52 * 0.39 0.09 0.70

7 59 355.2 357.7 59 356.7 363.9 0.80 -0.21 0.15 0.51 25 354.1 358.0 25 357.9 368.7 1.68 0.48 -0.08 1.05

7a

-- -- -- -- -- -- -- -- -- -- 29 366.0 544.9 29 367.0 546.3 -0.37 -0.10 -0.61 0.42

8 59 360.5 363.8 59 364.1 368.0 -0.19 ** -0.40 -0.03 0.33 6 -- -- 6.00 -- -- -- -- -- -- --

8a

-- -- -- -- -- -- -- -- -- -- 24 355.1 530.6 24 358.9 535.4 -0.23 -0.07 -0.63 0.50

8b

-- -- -- -- -- -- -- -- -- -- 20 364.8 553.3 20 369.6 550.3 -1.58 -0.51 -1.14 0.12

ALL 211 211 -0.09 0.10 0.29 181 181 0.17 -0.04 0.37§

Doral Academy of Technology (3029)






aAlgebra 1.

bGeometry.

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

§Doral Academy of Technology 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





Reading Mathematics


Page B-30


1 121 540.7 594.1 121 539.5 585.2 -1.86 *** -0.49 -0.24 0.01 121 553.4 596.7 121 551.7 593.8 -0.31 -0.04 -0.29 0.21

2 114 571.5 621.0 114 571.4 613.0 -0.99 -0.39 -0.13 0.13 114 568.6 613.5 114 568.3 604.5 -1.32 -0.18 -0.44 0.08

3 117 610.4 308.8 117 611.9 310.2 1.50 -0.06 0.20 0.45 117 607.1 306.1 117 603.5 312.9 5.68 *** 0.75 0.48 1.01

4 107 301.0 313.3 107 301.8 315.9 2.32 0.05 0.32 0.59 109 306.8 321.1 109 306.6 316.6 -0.73 -0.10 -0.37 0.17

5 103 315.1 329.4 103 312.8 325.1 -0.72 * -0.37 -0.10 0.17 104 322.4 335.2 104 321.7 324.1 -4.27 *** -0.60 -0.87 -0.32

6 89 327.0 331.6 89 324.7 333.6 3.37 0.21 0.51 0.81 89 322.1 325.3 89 317.6 322.6 2.55 * 0.41 0.11 0.70

7 63 330.7 341.4 63 330.8 337.3 -0.44 * -0.43 -0.08 0.27 63 328.8 337.5 63 329.1 332.0 -1.67 -0.30 -0.65 0.05

ALL 714 714 -0.05 0.06 0.16 717 717 0.00 -0.10 0.11§

Doral International Academy of Math & Science (3026)Charter School vs. Traditional M-DCPS Comparison Group


Reading Mathematics






aAlgebra 1.

bGeometry.

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

§Doral International 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 group, based on the




Page B-31


9a

76 358.8 363.1 76 357.7 364.1 0.73 -0.20 0.12 0.44 41 348.7 505.9 41 352.8 516.2 0.12 0.03 -0.41 0.46

9b

-- -- -- -- -- -- -- -- -- -- 24 350.8 525.7 24 351.0 535.0 1.91 0.56 -0.01 1.14

10b

112 367.8 372.9 112 366.2 372.9 0.42 -0.21 0.06 0.32 44 351.1 501.1 44 354.3 526.5 4.97 *** 1.20 0.74 1.65

ALL 188 188 -0.12 0.08 0.28 109 109 0.58 0.30 0.86§

Doral Performing Arts & Entertainment (7009)






aAlgebra 1.

bGeometry.

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

§Doral Performing Arts & Entertainment has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based on the





Reading Mathematics


Page B-32


1 137 536.9 605.2 137 537.7 591.2 -4.59 -0.80 -0.56 -0.32 137 549.8 598.2 137 552.5 593.0 -2.58 * -0.31 -0.55 -0.07

2 131 596.1 629.9 131 605.5 637.6 0.32 -0.20 0.04 0.28 131 599.0 624.0 131 602.5 630.2 0.22 0.03 -0.21 0.27

3 134 631.1 315.7 134 630.2 314.4 -0.48 -0.30 -0.06 0.18 134 622.8 310.8 134 624.2 317.7 4.28 *** 0.53 0.29 0.78

4 102 315.5 326.3 102 313.6 328.0 1.46 -0.07 0.20 0.48 102 314.7 330.5 102 312.9 332.7 2.71 ** 0.38 0.10 0.66

5 88 328.7 340.8 88 326.4 335.5 -2.53 -0.68 -0.38 -0.08 89 333.4 341.8 89 332.0 335.7 -2.77 ** -0.42 -0.71 -0.12

ALL 592 592 -0.27 -0.15 -0.04 593 593 0.06 -0.06 0.17§






aAlgebra 1.

bGeometry.

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

§Downtown Doral Charter 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 on the confidence intervals

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

Downtown Doral Charter Elementary (3002)



Reading Mathematics



Page B-33


1 71 527.7 567.4 71 524.3 577.4 1.16 -0.13 0.20 0.53 70 509.5 546.4 70 507.6 548.3 -0.25 -0.04 -0.37 0.29

2 80 569.7 607.7 80 569.9 609.2 -0.17 -0.34 -0.03 0.28 80 550.4 597.5 80 551.6 588.4 -3.08 ** -0.49 -0.80 -0.18

3 80 609.4 303.2 80 607.7 308.0 2.34 * 0.06 0.37 0.69 81 596.3 303.6 81 595.3 303.6 -0.36 -0.06 -0.36 0.25

4 85 305.6 315.4 85 307.6 315.3 -0.97 -0.45 -0.15 0.15 85 306.4 318.4 85 306.0 323.1 1.92 0.30 -0.01 0.60

5 79 310.1 324.8 79 310.6 322.0 -2.11 -0.65 -0.34 -0.02 81 311.9 318.0 81 311.8 320.5 0.75 0.12 -0.19 0.43

6 73 318.1 320.9 73 318.4 328.5 1.20 -0.12 0.20 0.53 73 318.3 315.9 73 318.2 338.8 9.09 *** 1.52 1.15 1.88

ALL 468 468 -0.09 0.04 0.16 470 470 0.17 0.03 0.30§






aAlgebra 1.

bGeometry.

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

§Downtown Miami has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based on the confidence intervals of the





Reading

Downtown Miami (3600)

Mathematics


Page B-34


6 164 322.5 328.2 164 319.6 319.8 0.03 -0.21 0.00 0.22 164 319.8 326.6 164 315.6 314.7 -0.18 -0.02 -0.24 0.20

7 142 328.0 337.3 142 325.0 331.3 1.81 -0.02 0.22 0.45 141 318.9 332.4 141 311.8 327.6 3.90 *** 0.47 0.23 0.70

8 152 331.0 336.8 152 328.8 335.3 3.97 0.23 0.46 0.69 90 315.2 330.5 90 310.8 320.6 -0.20 -0.03 -0.33 0.26

8a

-- -- -- -- -- -- -- -- -- -- 54 344.2 518.8 54 339.3 489.4 -5.50 *** -1.07 -1.47 -0.66

8b

-- -- -- -- -- -- -- -- -- -- -- -- 7 -- -- -- 7 -- -- -- -- -- --

ALL 458 458 0.09 0.22 0.35 449 449 0.02 0.12 0.15§

§Everglades Prep Academy 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


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



Everglades Prep Academy (5006)


Charter School vs. Traditional M-DCPS Comparison GroupMean Pre- and Post- Test Scores and Difference Statistics

Reading MathematicsDifference Difference

aAlgebra 1.

bGeometry.

Page B-35


9a

128 332.3 339.8 128 330.0 338.0 4.27 *** 0.29 0.54 0.79 98 328.4 479.4 98 325.1 480.1 2.20 * 0.32 0.03 0.60

9b

-- -- -- -- -- -- -- -- -- -- 27 347.1 518.3 27 345.9 513.4 1.79 0.50 -0.05 1.04

10b

133 344.1 353.1 133 335.7 345.8 4.30 0.28 0.53 0.77 85 333.0 483.9 85 330.7 486.8 4.41 *** 0.68 0.37 0.99

ALL 261 261 0.36 0.53 0.71 210 210 0.48 0.29 0.68§

Everglades Prep. High (7060)






aAlgebra 1.

bGeometry.

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

§Everglades Prep. 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





Reading Mathematics


Page B-36


1 47 502.7 558.7 47 503.9 576.6 2.32 * 0.07 0.48 0.89 47 511.6 568.3 47 514.5 580.8 1.44 0.30 -0.11 0.71

2 33 564.0 599.3 33 569.5 591.3 -1.19 -0.78 -0.30 0.19 33 565.4 584.1 33 565.2 575.3 -1.01 -0.25 -0.74 0.23

3 32 587.2 292.0 32 588.3 292.8 0.39 -0.39 0.10 0.59 32 591.0 302.2 32 596.4 298.7 -1.60 -0.41 -0.90 0.09

4 41 300.1 310.2 41 299.3 307.3 -0.44 ** -0.53 -0.10 0.34 41 299.2 309.4 41 298.1 307.1 0.07 0.01 -0.42 0.45

5 41 304.5 313.6 41 304.7 313.0 -0.24 ** -0.49 -0.05 0.38 41 307.5 312.9 41 308.5 321.1 3.14 ** 0.70 0.25 1.15

6 48 309.3 313.3 48 306.5 317.9 1.80 ** -0.03 0.37 0.78 48 317.4 313.8 48 317.5 319.5 1.42 0.32 -0.09 0.72

7 34 322.6 330.5 34 320.1 329.1 -0.70 ** -0.65 -0.17 0.30 34 314.6 322.0 34 314.0 326.6 0.97 0.24 -0.24 0.72

8 27 326.8 334.9 27 326.1 331.6 -1.74 -1.02 -0.48 0.06 24 311.8 328.8 24 311.7 330.6 0.08 0.02 -0.54 0.59

8a

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

ALL 303 303 -0.13 0.03 0.19 300 300 0.15 -0.01 0.31§






aAlgebra 1.

bGeometry.

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

§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 group, based on the confidence intervals





Reading Mathematics


Excelsior Academy (5032)

Page B-37


1 14 432.4 500.8 14 435.6 491.4 -0.75 -1.04 -0.29 0.45 14 464.3 526.9 14 465.1 520.1 -0.08 -0.04 -0.78 0.70

2 15 569.7 619.0 15 561.7 606.1 -0.37 -0.86 -0.14 0.58 15 592.3 637.1 15 601.3 634.5 -0.22 -0.09 -0.81 0.62

3 19 572.8 292.3 19 569.8 286.9 -0.27 -0.73 -0.09 0.54 19 571.4 292.6 19 572.8 295.2 1.19 0.40 -0.25 1.04

4 29 294.1 306.7 29 293.4 305.4 0.29 -0.44 0.08 0.59 29 297.1 312.6 29 292.7 308.1 0.65 0.17 -0.34 0.69

5 23 296.7 315.0 23 295.3 304.4 -1.68 -1.09 -0.51 0.08 24 296.1 308.9 24 296.1 308.9 0.25 0.07 -0.49 0.64

6 32 305.0 312.8 32 306.6 306.0 -1.49 -0.87 -0.38 0.12 32 307.5 313.5 32 305.9 312.6 0.79 0.20 -0.29 0.69

7 38 308.4 327.4 38 309.1 319.1 -1.80 -0.87 -0.42 0.04 41 313.9 326.9 41 312.2 314.9 -3.39 ** -0.79 -1.21 -0.31

8 38 326.5 332.6 38 324.9 334.8 2.04 0.02 0.48 0.93 19 300.8 325.3 19 302.2 317.2 -1.32 -0.44 -1.08 0.20

8a

-- -- -- -- -- -- -- -- -- -- 18 344.1 501.3 18 342.2 504.1 1.09 0.37 -0.29 1.03

8b

-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- . -- -- -- --

ALL 208 208 -0.33 -0.13 0.06 211 211 -0.06 -0.25 0.14§




Reading Mathematics


§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 comparison group, based on the


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

aAlgebra 1.

bGeometry.






Excelsior Language Academy of Hialeah (5029)

Page B-38


6 63 308.7 311.3 63 308.1 310.0 0.26 -0.30 0.05 0.40 64 314.3 315.7 64 313.8 314.0 0.21 0.04 -0.31 0.38

7 77 308.1 318.2 77 311.2 317.4 0.19 *** -0.29 0.03 0.35 77 311.4 318.1 77 318.5 321.0 1.19 0.19 -0.12 0.51

8 78 321.2 327.4 78 323.1 327.7 0.44 -0.24 0.07 0.38 66 312.8 330.5 66 316.3 329.4 -0.25 -0.05 -0.39 0.29

8a

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

ALL 218 218 -0.14 0.05 0.24 207 207 0.07 -0.12 0.26§

§Florida International 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 group, based on the


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

aAlgebra 1.

bGeometry.








Reading Mathematics


Florida International Academy (6010)


Page B-39


1 23 470.0 514.7 23 465.4 517.0 0.63 -0.39 0.19 0.77 23 484.0 534.7 23 483.2 518.6 -1.76 -0.53 -1.12 0.06

2 11 531.5 583.3 11 535.6 572.7 -1.26 -1.42 -0.56 0.29 11 549.6 587.2 11 535.5 563.0 -0.94 -0.42 -1.27 0.43

3 27 584.3 293.9 27 582.4 296.6 1.18 -0.21 0.33 0.86 27 576.2 296.5 27 570.3 294.1 -0.15 -0.04 -0.57 0.49

4 13 296.2 305.8 13 296.8 312.1 1.31 ** -0.25 0.53 1.32 13 290.5 303.2 13 289.6 300.2 -0.35 -0.14 -0.91 0.63

5 16 305.6 315.0 16 300.4 315.6 0.62 -0.47 0.23 0.92 16 300.8 311.6 16 294.1 316.5 2.63 * 0.96 0.23 1.70

6 13 309.6 311.0 13 310.5 328.4 2.71 0.28 1.11 1.94 13 300.5 301.5 13 302.5 323.0 3.21 *** 1.31 0.46 2.17

ALL 103 103 0.02 0.30 0.58 103 103 0.09 -0.20 0.37§






Gibson (2060)

§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


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

aAlgebra 1.

bGeometry.




Reading Mathematics


Page B-40


1 49 521.2 588.2 49 523.6 581.1 -2.16 -0.84 -0.44 -0.04 49 526.5 577.3 49 527.7 588.0 1.03 0.21 -0.19 0.61

2 49 578.7 612.9 49 577.7 617.5 0.26 -0.34 0.05 0.45 49 583.0 622.4 49 587.2 615.7 -1.87 -0.39 -0.79 0.01

3 94 624.3 308.4 94 630.4 316.1 2.03 0.01 0.30 0.59 94 615.2 308.3 94 616.5 309.7 -0.73 -0.11 -0.39 0.18

4 59 309.5 321.1 59 311.9 322.7 -0.77 -0.50 -0.14 0.22 59 312.9 325.9 59 315.2 329.5 -0.06 -0.01 -0.37 0.35

5 44 321.5 332.0 44 322.1 333.9 -0.14 -0.45 -0.03 0.39 44 330.7 341.0 44 331.8 343.1 -0.21 -0.05 -0.46 0.37

6 87 327.1 330.1 87 328.4 338.7 2.92 0.14 0.44 0.75 87 334.6 335.0 87 334.9 338.0 -0.67 -0.10 -0.40 0.19

7 59 329.3 338.5 59 332.6 345.5 1.15 -0.15 0.21 0.58 59 329.9 336.2 59 335.2 339.3 -1.69 -0.31 -0.68 0.05

8 53 348.5 353.7 53 350.8 359.8 0.81 * -0.22 0.16 0.54 10 328.2 332.5 10 327.4 335.3 0.08 0.04 -0.84 0.91

8a

-- -- -- -- -- -- -- -- -- -- 41 349.4 520.4 41 350.2 522.8 -0.17 -0.04 -0.47 0.40

ALL 494 494 -0.01 0.12 0.24 492 492 -0.10 -0.23 0.02§




Reading Mathematics


Hive Preparatory School (1014)






aAlgebra 1.

bGeometry.

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

§Hive Preparatory 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


Page B-41


1 90 484.6 560.4 90 484.3 552.4 -1.17 ** -0.47 -0.18 0.12 89 492.4 548.6 89 490.2 558.0 2.27 * 0.34 0.05 0.64

2 107 567.1 614.3 107 565.4 609.6 -1.03 * -0.47 -0.14 0.13 107 560.8 606.7 107 558.3 599.6 -1.30 -0.18 -0.45 0.09

3 99 599.2 299.8 99 597.8 307.3 4.36 ** 0.34 0.62 0.91 99 598.3 302.1 99 595.6 303.9 1.32 0.19 -0.09 0.47

4 113 305.7 315.3 113 305.7 314.8 -0.22 -0.29 -0.03 0.23 112 306.4 321.6 112 306.9 313.4 -5.23 *** -0.70 -0.97 -0.43

5 93 314.6 326.7 98 313.9 324.0 -1.10 ** -0.44 -0.16 0.12 100 321.9 329.5 100 321.7 322.2 -3.77 *** -0.55 -0.83 -0.27

ALL 507 507 -0.11 0.02 0.14 507 507 -0.20 -0.32 -0.07§

Effect Size



Reading Mathematics


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

aAlgebra 1.

bGeometry.






iMater Academy (5384)

§iMater Academy 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



Page B-42


6 233 321.7 326.8 233 322.5 326.5 -3.24 -0.48 -0.30 -0.12 233 324.6 321.0 233 326.3 330.8 3.83 *** 0.36 0.17 0.54

7 252 320.7 330.4 252 321.5 331.0 -2.63 -0.41 -0.23 -0.06 254 326.0 333.4 254 331.5 337.3 -1.43 -0.13 -0.30 0.05

8 257 331.8 341.0 257 332.7 340.8 -2.98 -0.44 -0.26 -0.09 98 311.6 322.1 98 312.8 331.6 2.44 * 0.35 0.07 0.63

8a

-- -- -- -- -- -- -- -- -- -- 148 348.5 517.5 142 349.8 503.6 -9.36 *** -1.11 -1.36 -0.86

8b

-- -- -- -- -- -- -- -- -- -- 15 360.5 529.4 15 363.2 544.9 3.26 ** 1.23 0.45 2.02

ALL 742 742 -0.37 -0.27 -0.16 742 742 -0.05 -0.16 0.05§

§iMater Academy Middle School 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 on the confidence


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

aAlgebra 1.

bGeometry.






iMater Academy Middle School (6014)




Reading Mathematics


Page B-43


9a

258 343.9 345.5 258 344.3 347.1 -3.07 -0.44 -0.27 -0.10 156 337.5 495.1 156 336.7 496.1 -2.08 * -0.24 -0.46 -0.01

9b

-- -- -- -- -- -- -- -- -- -- 92 352.9 515.5 92 354.6 524.6 1.37 0.21 -0.08 0.50

10b

224 342.1 349.5 224 342.8 351.4 -2.45 * -0.42 -0.23 -0.05 74 348.1 502.9 74 349.3 511.6 0.44 0.07 -0.25 0.40

ALL 482 482 -0.38 -0.25 -0.13 322 322 -0.04 -0.19 0.12§


§iMater Prep. 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 comparison group, based on the


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

aAlgebra 1.

bGeometry.






iMater Prep. Academy High School (7090)



Reading Mathematics


Page B-44


6 83 335.9 337.4 83 338.1 339.6 -3.54 ** -0.86 -0.55 -0.24 83 340.3 340.9 83 345.0 342.6 -4.82 *** -0.75 -1.07 -0.44

7 98 340.2 345.8 98 343.2 351.3 -2.81 -0.69 -0.40 -0.12 82 335.8 346.5 82 339.6 352.0 -1.83 -0.30 -0.61 0.01

7a

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

8 96 346.4 352.3 96 348.0 356.6 -2.23 -0.61 -0.32 -0.04 18 329.7 332.7 18 337.6 354.6 1.33 0.46 -0.21 1.12

8a

-- -- -- -- -- -- -- -- -- -- 68 352.2 526.5 68 351.4 523.5 -2.12 * -0.37 -0.70 -0.03

8b

-- -- -- -- -- -- -- -- -- -- 11 366.1 538.2 11 369.9 540.3 -0.95 -0.42 -1.27 0.42

ALL 277 277 -0.59 -0.42 -0.25 262 262 -0.41 -0.58 -0.23§




Reading Mathematics


§International Studies Charter 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 the confidence intervals of


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

aAlgebra 1.

bGeometry.






International Studies Charter (6045)

Page B-45


9a

98 356.5 362.9 98 355.1 360.8 -0.50 -0.35 -0.07 0.21 43 351.1 507.4 43 355.2 517.3 0.73 0.16 -0.26 0.58

9b

-- -- -- -- -- -- -- -- -- -- 34 350.7 521.7 34 350.0 524.6 2.59 * 0.64 0.15 1.13

10b

85 361.9 368.2 85 363.4 366.0 -2.20 -0.64 -0.34 -0.04 17 350.9 506.2 17 354.9 521.9 2.17 * 0.77 0.07 1.47

ALL 183 183 -0.40 -0.20 0.01 94 94 0.44 0.14 0.73§



Reading Mathematics







International Studies Charter High School (7007)


§International Studies Charter 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 group, based on the


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

aAlgebra 1.

bGeometry.

Page B-46


1 38 543.9 609.2 38 554.7 615.7 -1.57 -0.82 -0.36 0.09 38 549.7 593.9 38 548.8 589.3 -1.96 -0.46 -0.91 0.00

2 35 594.5 638.1 35 594.6 629.7 -2.96 -1.20 -0.72 -0.23 35 590.2 638.5 35 590.1 620.8 -3.89 *** -0.94 -1.44 -0.45

3 19 640.9 320.8 19 656.2 314.4 -3.18 *** -1.74 -1.06 -0.38 19 633.6 314.6 19 643.3 304.9 -3.54 ** -1.18 -1.87 -0.49

4 18 313.3 326.5 18 315.6 331.2 0.23 -0.57 0.08 0.73 18 317.7 327.4 18 323.1 336.3 0.55 0.19 -0.47 0.84

5 20 322.4 334.7 20 326.3 337.9 -0.61 * -0.82 -0.20 0.42 20 329.4 329.9 20 333.2 337.4 0.45 0.15 -0.47 0.77

ALL 130 130 -0.71 -0.46 -0.21 130 130 -0.48 -0.73 -0.23§

Isaac Academy K-8 (2004)



Reading Mathematics








aAlgebra 1.

bGeometry.

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

§Isaac 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 the confidence intervals of the effect sizes


Page B-47


6 74 336.6 340.3 74 336.0 349.7 3.66 ** 0.28 0.61 0.94 74 333.8 338.3 74 336.0 345.9 1.81 0.30 -0.02 0.62

7 53 341.2 350.1 53 344.9 358.2 1.29 * -0.13 0.25 0.64 30 337.8 344.4 30 336.9 343.7 -1.27 -0.33 -0.84 0.18

8 44 348.6 355.1 44 351.3 362.1 1.11 -0.18 0.24 0.66 18 334.9 345.2 18 335.3 340.5 -1.33 -0.46 -1.12 0.21

8a

-- -- -- -- -- -- -- -- -- -- 23 362.0 536.1 23 364.7 533.0 -1.74 -0.53 -1.11 0.06

8b

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

ALL 171 171 0.18 0.40 0.61 145 145 -0.05 -0.29 0.18§




Reading Mathematics


Just Arts & Management (6083)






aAlgebra 1.

bGeometry.

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

§Just Arts & Management 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


Page B-48


9a

178 336.7 345.7 178 328.4 338.3 2.74 0.08 0.29 0.50 151 331.1 489.4 151 325.6 486.0 4.91 *** 0.58 0.35 0.81

9b

-- -- -- -- -- -- -- -- -- -- 13 347.4 519.2 13 343.7 516.0 0.75 0.30 -0.47 1.08

10b

138 339.4 346.7 138 330.8 345.2 7.13 0.62 0.86 1.11 95 334.0 491.6 95 319.7 484.2 4.75 *** 0.69 0.40 0.99

ALL 316 316 0.37 0.53 0.69 259 259 0.61 0.43 0.78§

Traditional Effect Size Charter Traditional

Keys Gate High School (7050)


aAlgebra 1.

bGeometry.






§Keys Gate High School 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


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

Effect Size

Mean Pre- and Post- Test Scores and Difference StatisticsReading Mathematics

Difference DifferenceCharter

Page B-49


1 171 517.5 586.9 171 518.9 574.3 -1.02 -0.32 -0.11 0.10 171 512.6 568.9 171 513.6 560.6 -0.19 -0.02 -0.23 0.19

2 178 569.7 612.9 178 565.8 607.9 1.34 *** -0.07 0.14 0.35 177 560.3 603.0 177 557.7 597.3 1.67 0.18 -0.02 0.39

3 174 609.8 305.2 174 608.1 304.2 1.37 *** -0.06 0.15 0.36 174 602.8 303.9 174 599.3 305.9 3.52 *** 0.38 0.17 0.59

4 181 304.3 315.5 181 305.4 313.5 -0.16 -0.22 -0.02 0.19 181 303.2 315.5 181 303.6 314.8 1.37 0.14 -0.06 0.35

5 196 311.6 323.3 196 309.9 324.7 3.71 0.18 0.38 0.58 197 312.6 323.7 197 312.0 325.7 3.52 *** 0.36 0.16 0.55

6 195 320.5 325.0 195 321.2 328.9 4.43 0.25 0.45 0.65 153 318.3 324.0 153 317.7 328.8 5.42 *** 0.62 0.39 0.85

7 194 325.7 336.0 194 325.3 334.1 0.85 -0.11 0.09 0.29 155 322.6 330.9 155 325.0 328.1 -1.34 -0.15 -0.38 0.07

7a

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

8 184 330.1 338.7 184 329.3 337.5 1.16 -0.08 0.12 0.33 112 317.0 327.8 112 314.9 322.4 -1.61 -0.22 -0.48 0.05

8a

-- -- -- -- -- -- -- -- -- -- 45 348.8 524.0 45 347.8 520.7 -0.39 -0.08 -0.50 0.33

8b

-- -- -- -- -- -- -- -- -- -- 23 357.7 539.0 23 360.5 537.9 -0.08 -0.02 -0.60 0.55

ALL 1,473 1,473 0.08 0.15 0.23 1,388 1,388 0.17 0.09 0.24§


§Keys Gate Charter 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


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

aAlgebra 1.

bGeometry.






Keys Gate Charter (3610)



Reading Mathematics


Page B-50


9a

18 319.2 326.7 18 320.4 333.6 2.44 0.15 0.84 1.52 15 328.5 481.2 15 329.7 493.0 2.03 0.77 0.02 1.51

9b

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

10b

27 331.4 340.4 27 332.1 337.4 0.58** -0.37 0.16 0.70 13 339.5 498.3 13 339.8 492.2 -0.07 -0.03 -0.80 0.74

ALL 45 45 0.00 0.42 0.84 28 28 0.38 -0.15 0.92§

LBA Constr & Bus Mgmt Academy (7066)






aAlgebra 1.

bGeometry.

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

§LBA Constr & Bus Mgmt 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 group, based on the





Reading Mathematics

Page B-51


1 28 557.6 608.3 28 569.6 589.5 -1.46 -0.93 -0.40 0.13 28 547.1 590.7 28 543.9 583.2 0.28 0.08 -0.45 0.60

2 28 566.0 610.0 28 556.9 601.4 0.84 *** -0.30 0.23 0.75 28 570.9 617.1 28 562.9 622.4 1.86 0.55 0.01 1.08

3 28 594.4 294.4 28 589.3 300.6 2.89 *** 0.24 0.79 1.33 27 598.3 301.3 27 603.3 302.0 0.99 0.27 -0.26 0.81

4 13 301.8 311.0 13 298.0 315.6 -0.83 -1.11 -0.34 0.43 13 311.8 324.1 13 305.8 321.8 0.57 -0.54 0.23 1.00

5 13 308.7 317.1 13 310.8 318.8 0.38 -0.62 0.15 0.92 13 315.1 327.4 13 315.1 323.8 0.86 -0.42 0.35 1.13

6 17 321.4 322.6 17 320.1 325.1 -0.61 -0.89 -0.22 0.46 17 318.5 313.1 17 321.2 326.2 -1.78 -1.32 -0.63 0.06

7 11 320.9 330.1 11 321.8 330.2 0.23 -0.73 0.10 0.94 11 326.5 325.5 11 326.3 333.6 -1.07 -1.33 -0.48 0.37

8 13 310.2 319.5 13 314.4 320.3 0.42 -0.60 0.17 0.94 9 -- -- 9 -- -- -- -- -- --

8a

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

9a

7 -- -- 7 -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- -- --

10 2 -- -- 2 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

ALL 110 110 -0.44 -0.18 0.09 97 97 -0.30 -0.02 0.27§

Lincoln Marti Hialeah (5007)


Effect Size


Reading Mathematics








§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, based on the confidence intervals of the


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

aAlgebra 1.

bGeometry.

Page B-52


1 43 528.1 592.4 43 523.2 534.9 -5.42 -1.64 -1.18 -0.72 43 522.4 574.7 43 521.7 545.7 -2.54 * -0.58 -1.01 -0.15

2 37 551.4 600.6 37 548.3 600.7 0.92 -0.24 0.22 0.67 37 580.6 605.9 37 583.1 597.9 -0.57 -0.13 -0.59 0.32

3 30 610.9 311.6 30 611.5 307.2 -1.04 -0.78 -0.27 0.24 30 591.6 299.1 30 590.2 326.8 7.98 *** 2.09 1.46 2.73

4 36 300.8 313.4 36 300.9 311.4 -0.30 -0.53 -0.07 0.39 36 313.4 322.8 36 316.6 326.3 1.07 0.26 -0.21 0.72

5 27 309.8 322.4 27 310.2 321.6 0.16 -0.49 0.04 0.58 27 316.7 326.2 27 318.3 332.3 1.80 0.50 -0.04 1.04

6 25 319.1 325.6 25 319.3 339.6 3.77 0.49 1.09 1.68 25 324.0 329.3 25 324.5 350.2 6.33 *** 1.83 1.16 2.49

7 24 319.3 329.5 24 319.6 339.8 2.90 0.26 0.86 1.45 24 330.8 336.0 24 340.4 346.8 1.22 0.36 -0.21 0.93

ALL 222 222 -0.20 -0.01 0.18 222 222 0.37 0.17 0.56§

Lincoln Marti Charter (Int'L Campus) (5043)


Effect Size


Reading Mathematics



§Lincoln Marti 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, based on the confidence intervals of


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

aAlgebra 1.

bGeometry.






Page B-53


1 98 522.7 574.8 98 535.1 559.4 -2.42 -0.63 -0.35 -0.06 98 531.5 575.3 98 536.8 574.8 -0.07 -0.01 -0.29 0.27

2 71 546.0 599.1 71 546.7 592.2 0.19 -0.30 0.03 0.36 71 560.4 607.5 71 563.0 613.5 1.69 0.30 -0.04 0.63

3 67 602.0 307.7 67 604.0 306.4 -0.03 -0.34 -0.01 0.33 67 602.6 304.1 67 607.8 316.3 4.46 *** 0.78 0.43 1.13

4 62 301.7 312.2 62 302.0 318.4 3.17 0.22 0.57 0.93 62 310.5 319.2 62 316.2 326.5 2.35 * 0.45 0.10 0.81

5 66 310.6 322.0 66 311.8 327.9 2.73 0.13 0.48 0.82 67 320.1 324.0 67 319.9 329.6 2.49 0.43 0.09 0.78

6 69 310.8 320.4 69 311.9 326.5 2.75 *** 0.13 0.47 0.81 70 313.5 323.5 70 314.0 340.4 8.06 *** 1.37 1.00 1.74

7 62 315.9 327.6 62 316.3 328.1 0.21 -0.31 0.04 0.39 62 326.6 330.5 62 330.1 352.6 7.36 *** 1.33 0.94 1.72

8 53 327.7 336.9 53 327.5 338.3 0.90 -0.20 0.18 0.56 15 317.9 342.9 15 316.7 357.4 3.18 ** 1.20 0.42 1.99

8a

-- -- -- -- -- -- -- -- -- 37 349.6 523.7 37 355.1 532.9 1.29 0.32 -0.13 0.78

ALL 548 548 0.02 0.14 0.26 549 549 0.58 0.45 0.70§

aAlgebra 1.

bGeometry.

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

§Lincoln Marti Little Havana 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



Lincoln Marti Little Havana (5025)



Reading Mathematics







Page B-54


1 145 536.2 594.8 145 541.6 598.1 -1.80 -0.44 -0.21 0.02 145 540.8 593.3 145 545.0 594.4 -1.87 -0.22 -0.45 0.01

2 184 593.5 631.3 184 594.9 632.8 -1.96 -0.41 -0.20 0.00 184 597.3 626.2 184 599.2 643.1 2.40 * 0.25 0.05 0.46

3 182 628.2 313.6 182 630.8 309.6 -5.31 -0.77 -0.56 -0.35 181 633.8 317.5 181 642.6 308.6 -9.96 *** -1.05 -1.27 -0.83

4 177 308.5 320.2 177 309.1 319.3 -2.72 *** -0.50 -0.29 -0.08 177 308.3 322.7 177 306.4 323.4 -0.99 -0.11 -0.31 0.10

5 149 316.5 325.7 149 316.5 332.4 2.69 ** 0.08 0.31 0.54 147 323.7 330.4 147 322.0 329.8 -1.47 -0.18 -0.41 0.05

ALL 837 837 -0.30 -0.21 -0.11 834 834 -0.25 -0.34 -0.15§



Reading Mathematics



aAlgebra 1.

bGeometry.






Mater Academy (0100)

§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 the confidence intervals of the effect sizes


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

Page B-55


1 102 535.4 593.5 102 538.6 577.8 -2.72 -0.66 -0.38 -0.11 101 530.1 583.4 101 530.4 569.0 -2.44 * -0.35 -0.62 -0.07

2 91 576.7 623.5 91 575.0 609.7 -2.69 -0.69 -0.40 -0.11 91 579.5 621.4 91 577.7 603.3 -3.13 ** -0.47 -0.76 -0.17

3 80 613.2 312.9 80 613.5 312.6 0.12 *** -0.29 0.02 0.33 80 607.1 304.3 80 603.7 314.6 6.18 *** 0.98 0.65 1.31

4 61 305.4 315.8 61 304.7 317.9 1.68 -0.05 0.31 0.66 61 308.0 318.0 61 307.3 316.3 -0.25 -0.05 -0.40 0.31

5 55 316.6 330.0 55 316.1 330.3 0.48 -0.28 0.09 0.47 55 323.4 334.3 55 323.5 331.7 -0.86 -0.16 -0.54 0.21

6 63 322.7 328.2 63 320.0 325.0 -0.97 -0.52 -0.17 0.18 64 321.8 323.2 64 319.3 329.3 3.17 ** 0.56 0.21 0.92

7 52 329.0 338.4 52 329.7 341.9 1.30 -0.13 0.26 0.64 52 327.3 336.3 52 327.6 336.3 0.00 0.00 -0.38 0.38

8a

32 339.5 350.0 32 339.7 348.5 -0.38 *** -0.59 -0.10 0.39 32 341.1 517.2 32 336.3 497.3 -3.56 *** -0.91 -1.42 -0.39

ALL 536 536 -0.21 -0.09 0.03 536 536 -0.02 -0.14 0.10§


Reading Mathematics


Mater Academy at Mt. Sinai (5054)






aAlgebra 1.

bGeometry.

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

§Mater Academy At Mt. Sinai 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 on the confidence




Page B-56


1 67 537.9 602.9 67 541.9 592.1 -2.16 *** -0.72 -0.38 -0.04 67 531.7 575.6 67 532.2 583.1 1.08 0.19 -0.15 0.53

2 69 594.3 633.3 69 596.9 635.2 -0.15 *** -0.36 -0.03 0.31 68 585.8 613.3 68 583.6 617.0 0.73 0.13 -0.20 0.47

3 53 615.3 307.9 53 614.7 311.9 1.70 -0.05 0.33 0.72 53 605.6 306.9 53 605.8 308.0 0.53 0.10 -0.28 0.49

4 52 312.1 320.5 52 310.2 321.3 1.09 -0.17 0.22 0.60 52 308.4 325.3 52 309.7 321.6 -1.64 -0.32 -0.71 0.06

5 45 321.7 331.5 45 322.2 332.4 0.77 -0.25 0.16 0.58 45 325.9 335.1 45 325.6 329.0 -1.87 -0.40 -0.82 0.02

ALL 286 286 -0.13 0.03 0.20 285 285 -0.03 -0.19 0.14§

Charter Effect Size






aAlgebra 1.

bGeometry.

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

§Mater Academy Bay Elementary 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


Reading Mathematics


Charter Traditional Effect Size Traditional

Mater Academy Bay Elementary (4010)



Page B-57


9a

426 344.5 347.8 426 344.9 351.3 3.21 * 0.09 0.22 0.35 180 338.1 494.5 180 339.3 498.5 0.71 0.08 -0.13 0.28

9b

-- -- -- -- -- -- -- -- -- -- 166 347.4 514.8 166 346.9 514.8 -0.69 -0.08 -0.29 0.14

10b

373 348.1 354.7 373 348.6 357.2 2.09 0.01 0.15 0.30 136 339.0 492.8 136 339.6 494.1 -0.49 -0.06 -0.30 0.18

ALL 799 799 0.09 0.19 0.29 482 482 -0.01 -0.14 0.11§



Reading Mathematics


Mater Academy High School (7160)


§Mater Academy High School 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


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

aAlgebra 1.

bGeometry.






Page B-58


6 378 330.4 335.0 378 331.4 335.9 -0.70 -0.19 -0.05 0.09 378 330.5 335.0 378 330.4 336.7 -0.07 -0.01 -0.15 0.14

7 394 334.2 341.1 394 333.5 339.9 -2.78 -0.34 -0.20 -0.06 396 330.9 337.0 396 335.4 335.8 -6.79 *** -0.50 -0.64 -0.35

8 433 338.5 346.4 433 338.3 348.4 0.66 -0.09 0.04 0.18 140 319.3 331.8 140 316.8 339.3 4.66 *** 0.58 0.34 0.82

8a

-- -- -- -- -- -- -- -- -- -- 236 345.1 515.6 236 344.3 520.7 2.97 ** 0.27 0.09 0.46

8b

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

ALL 1,205 1,205 -0.14 -0.06 0.02 1,150 1,150 -0.04 -0.13 0.04§

Mater Academy Middle (6012)


Effect Size


Reading Mathematics



aAlgebra 1.

bGeometry.






§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 comparison group, based on the confidence


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

Page B-59


1 72 497.5 561.7 72 498.0 568.5 -0.71 -0.45 -0.12 0.21 95 505.6 560.6 95 505.4 562.7 -1.53 -0.22 -0.51 0.06

2 77 578.5 627.7 77 584.0 622.8 -3.71 -0.93 -0.60 -0.28 77 560.2 610.1 77 560.8 616.7 -0.67 -0.11 -0.43 0.21

3 75 626.5 312.3 75 630.6 314.6 -0.89 * -0.47 -0.15 0.17 73 614.4 313.8 73 619.1 311.5 -3.12 ** -0.52 -0.85 -0.19

4 72 311.1 320.5 72 312.7 323.0 -0.71 -0.45 -0.12 0.21 73 310.0 322.8 73 311.7 325.1 -1.40 -0.24 -0.57 0.08

5 77 321.2 332.2 77 322.4 335.9 -0.26 -0.36 -0.04 0.27 77 330.6 339.0 77 332.2 341.7 -1.23 -0.20 -0.52 0.12

ALL 373 373 -0.35 -0.21 -0.06 395 395 -0.25 -0.39 -0.11§

Mater Academy East (3100)


§Mater Academy East 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 the confidence intervals of the effect


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

aAlgebra 1.

bGeometry.






Effect Size


Reading Mathematics



Page B-60


9a

62 335.3 338.4 62 335.0 340.4 -0.18 -0.39 -0.03 0.32 49 344.7 503.9 49 350.2 482.6 -7.77 *** -1.59 -2.04 -1.13

9b

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

10b

57 344.5 352.7 57 345.1 352.3 -1.72 -0.69 -0.32 0.04 55 346.3 500.3 55 347.8 497.2 -2.54 * -0.56 -0.94 -0.18

ALL 119 119 -0.43 -0.17 0.08 104 104 -0.98 -1.27 -0.69§


§Mater Academy East 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


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

aAlgebra 1.

bGeometry.






Effect Size



Reading Mathematics


Mater Academy East High School (7037)

Page B-61


6 43 330.0 333.8 43 330.9 336.1 -0.28 ** -0.48 -0.06 0.36 43 337.0 339.3 43 338.8 340.0 -0.86 -0.19 -0.61 0.24

7 37 340.1 346.9 37 340.2 349.6 0.28 ** -0.39 0.07 0.52 35 324.6 330.5 35 329.2 339.0 1.22 0.30 -0.18 0.77

8 77 330.7 341.3 77 330.5 341.3 -0.95 -0.47 -0.15 0.16 57 324.6 339.8 57 329.4 338.0 -1.91 -0.36 -0.73 0.01

8a

-- -- -- -- -- -- -- -- -- -- 20 355.6 519.4 20 359.1 507.5 -3.65 *** -1.34 -2.03 -0.65

ALL 157 157 -0.30 -0.08 0.14 155 155 -0.27 -0.49 -0.04§



Reading Mathematics


Mater Academy East Middle (6009)

§Mater East Academy Middle 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


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

aAlgebra 1.

bGeometry.







Page B-62


9a

115 344.5 350.7 115 343.9 349.1 -2.08 -0.54 -0.28 -0.02 74 345.3 502.5 74 350.7 507.1 -2.13 * -0.35 -0.68 -0.03

9b

-- -- -- -- -- -- -- -- -- -0.06 24 346.0 519.7 24 346.6 522.3 -- 0.80 0.24 -0.33 0.80

10b

92 352.6 359.8 92 352.6 358.9 -2.34 -0.64 -0.35 -0.06 40 342.6 500.1 40 341.4 507.0 0.40 0.09 -0.35 0.53

ALL 207 207 -0.50 -0.31 -0.11 138 138 -0.12 -0.36 0.12

Effect Size



Reading Mathematics



Mater Academy High School International Studies (7024)

§Mater Academy High School International Studies has test scores that are significantly higher 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.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.

aAlgebra 1.

bGeometry.






Page B-63


1 70 488.0 560.8 70 485.5 559.2 -0.20 ** -0.37 -0.03 0.30 70 492.0 535.5 70 490.6 567.2 5.76 *** 1.04 0.69 1.40

2 77 556.5 602.1 77 549.1 590.8 -1.95 -0.63 -0.32 0.00 77 552.1 601.9 77 547.2 595.2 -0.89 -0.14 -0.46 0.17

3 66 593.8 297.0 66 592.5 296.3 -0.19 -0.37 -0.03 0.31 67 584.5 298.4 67 585.1 293.5 -2.81 ** -0.49 -0.83 -0.15

4 113 301.5 312.8 113 301.8 310.1 -1.78 ** -0.50 -0.24 0.02 112 301.6 317.0 112 301.5 311.6 -3.41 *** -0.48 -0.74 -0.21

5 82 308.8 319.7 82 308.7 316.3 -1.90 -0.61 -0.30 0.01 82 310.5 320.2 82 309.9 315.7 -2.76 ** -0.43 -0.74 -0.12

ALL 480 480 -0.33 -0.20 -0.06 408 . 408 -0.17 -0.31 -0.03§

Difference


Reading Mathematics

Difference

§Mater Academy International Studies 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 the confidence


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

aAlgebra 1.

bGeometry.






Mater Academy of Intertnational Studies (1017)



Page B-64


6 196 328.4 333.9 276 196.0 328.0 -2.85 -0.59 -0.29 -0.09 197 333.5 335.8 197 335.1 336.0 -4.39 *** -0.44 -0.64 -0.25

7 296 335.2 341.9 296 336.0 342.9 -3.58 -0.46 -0.30 -0.13 243 333.8 342.7 243 337.8 339.4 -8.30 *** -0.77 -0.95 -0.58

7a

-- -- -- -- -- -- -- -- -- -- 50.0 362.1 534.5 50.0 364.6 533.5 -2.1 * -0.5 -0.8 -0.1

8 280 341.5 349.0 280 340.8 348.3 -3.75 -0.48 -0.32 -0.15 178 325.7 342.6 178 330.9 341.8 -4.39 *** -0.47 -0.68 -0.26

8a

-- -- -- -- -- -- -- -- -- -- 80 356.6 528.6 80 358.2 516.1 -6.85 *** -1.12 -1.45 -0.78

8b

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

ALL 772 772 -0.40 -0.30 -0.20 748 748 -0.62 -0.72 -0.51§






aAlgebra 1.

bGeometry.

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

§Mater Academy Lakes Middle 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 the confidence intervals of





Reading Mathematics


Mater Academy Lakes Middle (6033)

Page B-65


5 17 308.2 320.9 17 309.6 319.3 -0.89 -0.99 -0.31 0.36 17 311.0 316.8 17 310.6 307.4 -2.34 * -0.83 -1.53 -0.13

6 51 321.5 327.8 51 322.4 331.7 -0.84 -0.56 -0.17 0.22 51 322.8 330.0 51 322.8 327.8 -2.04 * -0.41 -0.80 -0.02

7 40 329.3 337.8 40 332.4 343.6 1.30 * -0.15 0.29 0.73 39 327.2 332.4 39 335.8 340.4 0.15 0.03 -0.41 0.48

8 44 338.4 347.3 44 339.7 352.6 -0.23 ** -0.47 -0.05 0.37 23 320.2 330.0 23 326.5 347.3 3.43 ** 1.03 0.42 1.65

8a

-- -- -- -- -- -- -- -- -- -- 21 351.8 525.4 21 353.6 524.4 -1.32 -0.42 -1.03 0.19

ALL 152 152 -0.25 -0.03 0.20 151 151 -0.14 -0.37 0.09§


Reading Mathematics



§Mater Academy Middle 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.

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

aAlgebra 1.

bGeometry.






Mater Academy Middle International Studies (6047)


Page B-66


9a

320 347.2 351.9 320 347.2 350.2 -3.70 -0.45 -0.29 -0.14 203 340.3 496.6 203 341.8 497.8 -2.90 ** -0.30 -0.49 -0.10

9b

-- -- -- -- -- -- -- -- -- -- 93 349.5 519.2 93 350.7 518.8 -1.91 -0.28 -0.57 0.01

10b

342 352.0 360.5 342 351.9 357.9 -5.88 -0.60 -0.45 -0.30 192 342.6 500.8 192 343.0 496.5 -6.30 *** -0.65 -0.85 -0.44

ALL 662 662 -0.48 -0.37 -0.27 488 488 -0.43 -0.55 -0.30§

§Mater Academy Lakes High School 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 the confidence


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

aAlgebra 1.

bGeometry.






Mater Academy Lakes High School (7018)




Reading Mathematics


Page B-67


1 96 536.2 600.1 96 541.8 597.2 -2.75 -0.68 -0.40 -0.11 96 536.9 597.1 96 540.8 593.9 -2.35 * -0.35 -0.64 -0.07

2 94 595.2 631.9 94 595.0 626.4 -2.63 ** -0.67 -0.39 -0.10 94 600.5 630.2 94 603.3 623.4 -4.21 *** -0.62 -0.91 -0.32

3 99 625.0 313.7 99 625.8 316.8 -0.22 ** -0.31 -0.03 0.25 99 630.3 312.2 99 637.7 315.8 -0.13 -0.02 -0.30 0.26

4 88 311.8 320.6 88 313.2 325.1 0.83 -0.17 0.13 0.42 88 312.7 329.6 88 313.3 326.7 -3.23 ** -0.52 -0.82 -0.22

5 101 319.6 332.1 101 318.4 332.1 -1.30 -0.46 -0.18 0.09 101 324.9 328.2 101 325.6 338.6 3.91 *** 0.55 0.27 0.83

ALL 478 478 -0.30 -0.18 -0.05 478 478 -0.17 -0.30 -0.05§

Mater Gardens Academy (0312)









Reading Mathematics


§Mater Gardens 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 the confidence intervals of the


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

aAlgebra 1.

bGeometry.

Page B-68


6 64 332.1 338.8 64 332.4 334.2 -1.62 * -0.64 -0.29 0.06 64 335.8 340.0 64 337.7 344.3 2.31 * 0.41 0.06 0.76

7 56 333.1 342.7 56 330.5 337.1 -1.49 -0.66 -0.28 0.09 35 326.2 337.8 35 328.9 332.9 -2.50 * -0.61 -1.09 -0.13

7a

-- -- -- -- -- -- -- -- -- -- 21 352.6 528.6 21 355.0 526.3 0.81 0.26 -0.35 0.86

8 77 339.0 345.6 77 338.5 347.5 1.74 *** -0.03 0.28 0.60 26 329.8 336.8 26 328.5 344.2 3.76 *** 1.06 0.48 1.64

8a

-- 345.6 -- -- -- -- -- -- -- -- 24 348.3 523.0 24 347.6 512.4 -2.78 ** -0.82 -1.41 -0.23

ALL 197 197 -0.26 -0.06 0.13 170 170 0.10 -0.11 0.32§




Reading Mathematics


aAlgebra 1.

bGeometry.






Mater Gardens Academy Middle (6042)

§Mater Gardens 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 comparison group, based on the


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

Page B-69


1 102 535.4 593.5 102 538.6 577.8 -2.72 -0.66 -0.38 -0.11 101 530.1 583.4 101 530.4 569.0 -2.44 * -0.35 -0.62 -0.07

2 91 576.7 623.5 91 575.0 609.7 -2.69 -0.69 -0.40 -0.11 91 579.5 621.4 91 577.7 603.3 -3.13 ** -0.47 -0.76 -0.17

3 80 613.2 312.9 80 613.5 312.6 0.12 *** -0.29 0.02 0.33 80 607.1 304.3 80 603.7 314.6 6.18 *** 0.98 0.65 1.31

4 61 305.4 315.8 61 304.7 317.9 1.68 -0.05 0.31 0.66 61 308.0 318.0 61 307.3 316.3 -0.25 -0.05 -0.40 0.31

5 55 316.6 330.0 55 316.1 330.3 0.48 -0.28 0.09 0.47 55 323.4 334.3 55 323.5 331.7 -0.86 -0.16 -0.54 0.21

6 63 322.7 328.2 63 320.0 325.0 -0.97 -0.52 -0.17 0.18 64 321.8 323.2 64 319.3 329.3 3.17 ** 0.56 0.21 0.92

7 52 329.0 338.4 52 329.7 341.9 1.30 -0.13 0.26 0.64 52 327.3 336.3 52 327.6 336.3 0.00 0.00 -0.38 0.38

8a

32 339.5 350.0 32 339.7 348.5 -0.38 *** -0.59 -0.10 0.39 32 341.1 517.2 32 336.3 497.3 -3.56 *** -0.91 -1.42 -0.39

ALL 536 536 -0.21 -0.09 0.03 536 536 -0.02 -0.14 0.10§

§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 comparison group, based on the confidence


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

aAlgebra 1.

bGeometry.






Mater Grove Academy (5045)




Reading Mathematics


Page B-70


1 41 463.0 506.2 41 461.1 514.7 0.29 * -0.37 0.06 0.50 41 485.9 523.6 41 482.9 521.9 -0.96 -0.23 -0.66 0.21

2 41 539.6 589.7 41 539.6 577.6 -2.21 *** -0.93 -0.50 -0.06 41 548.1 599.8 41 547.1 568.3 -4.78 *** -1.07 -1.53 -0.60

3 28 580.0 299.8 28 578.1 300.7 -0.28 -0.60 -0.08 0.45 28 569.0 291.9 28 567.0 307.5 3.01 ** 0.82 0.27 1.37

ALL 110 110 -0.44 -0.18 0.09 110 110 -0.26 -0.53 0.02§

Mater International Academy (3000)



Reading Mathematics








aAlgebra 1.

bGeometry.

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

§Mater International 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 group, based on the


Page B-71


9a

84 349.5 352.7 84 344.8 349.7 -1.55 * -0.54 -0.24 0.06 33 344.1 501.0 33 344.7 500.8 -2.06 * -0.51 -1.01 -0.02

9b

-- -- -- -- -- -- -- -- -- -- 38 346.6 516.4 38 346.4 517.7 -1.38 -0.32 -0.77 0.13

10b

82 356.0 362.1 82 355.8 366.8 2.08 * 0.02 0.33 0.64 13 346.5 510.5 13 345.9 493.3 -4.06 *** -1.66 -2.56 -0.76

ALL 166 166 -0.18 0.04 0.26 84 84 -0.53 -0.87 -0.25§

Traditional Effect Size


§Mater Performing Arts & Entertainment 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


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

aAlgebra 1.

bGeometry.






Charter Traditional Effect Size Charter

Mater Performing Arts & Entertainment (7014)


Reading Mathematics


Page B-72


1 20 509.7 579.6 20 508.8 551.5 -2.92 *** -1.60 -0.95 -0.29 20 514.0 579.0 20 509.5 549.8 -3.13 ** -1.02 -1.68 -0.36

2 14 560.8 608.9 14 565.9 605.7 -0.77 ** -1.05 -0.30 0.44 14 550.4 595.8 14 555.7 589.8 -0.78 -0.31 -1.05 0.44

3 15 605.1 305.3 15 607.0 306.4 -0.33 * -0.84 -0.12 0.59 15 612.9 305.7 15 614.5 311.9 0.90 0.34 -0.38 1.06

4 17 310.0 323.1 17 308.6 322.7 -0.30 -0.78 -0.11 0.57 17 313.8 326.9 17 316.6 331.5 0.30 0.10 -0.57 0.78

5 20 325.6 335.0 20 324.6 335.5 -0.02 -0.63 -0.01 0.61 20 328.8 336.3 20 327.9 335.5 -0.57 -0.22 -0.84 0.40

6 15 325.3 330.5 15 327.5 329.1 -0.81 -1.03 -0.31 0.41 15 324.3 334.0 15 327.0 329.3 -1.79 -0.68 -1.41 0.06

7 18 339.4 347.4 18 341.9 358.8 2.23 *** 0.09 0.77 1.44 18 334.6 341.7 18 332.1 344.7 1.15 0.39 -0.27 1.05

8a

12 347.9 354.1 12 349.2 354.9 -0.36 -0.95 -0.15 0.65 12 343.8 525.0 12 338.6 504.6 -3.14 ** -1.34 -2.23 -0.44

ALL 131 131 -0.39 -0.15 0.10 131 131 -0.28 -0.53 -0.04§



Reading Mathematics



aAlgebra 1.

bGeometry.






Mater Prep. Academy (5046)

§Mater Prep. Academy 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


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

Page B-73


1 33 509.4 575.3 33 508.4 578.4 0.56 -0.34 0.14 0.62 33 516.3 577.7 33 512.3 576.1 0.11 0.03 -0.45 0.51

2 69 576.8 617.9 69 573.2 615.7 -0.10 -0.35 -0.02 0.32 69 570.5 615.7 69 570.5 598.2 -3.19 ** -0.55 -0.89 -0.21

3 64 615.8 309.5 64 615.3 308.0 -0.39 ** -0.42 -0.07 0.28 64 604.6 304.1 64 600.8 309.1 2.89 ** 0.52 0.16 0.87

4 61 310.2 320.7 61 309.7 320.3 0.03 ** -0.35 0.01 0.36 61 312.5 323.6 61 314.3 324.2 -0.21 -0.04 -0.39 0.32

5 72 317.2 330.8 72 317.9 324.8 -2.96 -0.83 -0.50 -0.16 72 327.3 333.5 72 328.3 313.6 -8.85 *** -1.48 -1.85 -1.12

6 49 326.1 330.7 49 327.9 339.0 2.22 0.05 0.45 0.85 49 323.0 328.9 49 322.1 327.1 -0.93 -0.19 -0.59 0.21

7 40 327.6 339.3 40 330.4 346.6 1.80 -0.04 0.41 0.85 40 327.1 335.6 40 333.2 341.2 0.31 0.07 -0.37 0.51

8 35 334.2 341.5 35 337.5 346.9 1.22 -0.18 0.30 0.77 12 315.3 321.6 12 317.9 331.3 0.94 0.40 -0.47 1.21

8a

-- -- -- -- -- -- -- -- -- -- 22 344.9 519.6 22 346.7 506.0 -4.29 *** -1.32 -1.98 -0.67

9a

15 341.7 343.1 15 343.6 351.1 0.80 -0.42 0.30 1.02 6 -- -- 6 -- -- -- -- -- --

9b

-- -- -- -- -- -- -- -- -- -- 10 344.4 509.4 10 343.2 498.9 -1.70 -0.80 -1.71 0.11

ALL 438 438 -0.09 0.04 0.17 432 432 -0.30 -0.44 -0.16§






aAlgebra 1.

bGeometry.

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

§Mater Academy Miami Beach 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





Reading Mathematics


Mater Academy Miami Beach (5047)

Page B-74


9a

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

10b

8 -- -- 8 -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

ALL -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

§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 comparison group, based on the


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

aAlgebra 1.

bGeometry.







Mavericks High School North (7062)



Reading Mathematics


Page B-75


9 9 -- -- 9 -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

10b

43 324.0 334.3 43 316.6 322.1 0.20 * -0.38 0.04 0.47 2 -- -- 2 -- -- -- -- -- --

ALL 43 43 -0.38 0.04 0.47




Reading Mathematics


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

aAlgebra 1.

bGeometry.






Mavericks High School South (7065)

§Mavericks High School South has test scores that are significantly higher in Reading than those of the traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades

above.

Page B-76


6 214 335.6 340.1 214 332.7 335.3 1.44 -0.05 0.14 0.33 210 334.4 337.2 210 329.9 337.4 7.98 *** 0.78 0.58 0.98

7 274 335.9 347.8 274 331.4 339.9 -0.45 -0.21 -0.04 0.13 214 329.8 343.5 214 322.7 335.3 1.25 0.12 -0.07 0.31

7a

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

8 303 344.8 352.5 303 338.7 343.6 -1.24 *** -0.26 -0.10 0.06 225 328.3 337.4 225 327.1 348.7 11.95 *** 1.13 0.93 1.33

8a

-- -- -- -- -- -- -- -- -- -- 23 348.9 521.0 23 347.7 520.3 0.70 0.24 -0.34 0.82

8b

-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --

9a

250 348.7 355.1 250 341.8 350.9 6.23 *** 0.38 0.56 0.74 205 344.7 502.0 205 342.6 493.9 -1.63 -0.16 -0.35 0.03

9b

-- -- -- -- -- -- -- -- -- -- 23 350.8 520.8 33 345.4 517.3 0.15 0.05 -0.53 0.62

10b

187 356.8 365.4 187 351.0 359.9 4.09 *** 0.22 0.42 0.63 126 348.3 502.8 126 346.0 501.2 4.32 *** 0.55 0.29 0.80

ALL 1,228 1,228 0.09 0.17 0.24 1,026 1,026 0.45 0.36 0.54§


§Miami Arts 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


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

aAlgebra 1.

bGeometry.






Miami Arts Charter (7059)




Reading Mathematics

Page B-77


1 53 512.5 586.1 53 503.9 576.1 -0.08 * -0.40 -0.02 0.36 53 516.7 584.3 53 509.7 564.1 -1.93 -0.38 -0.76 0.01

2 39 598.6 644.8 39 590.5 624.5 -1.93 -0.89 -0.44 0.01 40 582.8 632.1 40 585.2 620.7 -1.15 -0.26 -0.70 0.18

3 32 614.8 313.1 32 617.6 316.0 1.27 * -0.17 0.32 0.82 32 621.7 311.8 32 616.3 313.6 1.23 0.31 -0.18 0.81

4 47 312.7 321.9 47 314.0 320.9 -0.11 -0.43 -0.02 0.38 47 307.5 324.5 47 307.3 318.8 -1.43 -0.30 -0.70 0.11

5 40 315.4 329.7 40 318.6 334.0 2.04 0.02 0.46 0.91 40 325.0 334.7 40 326.8 327.7 -2.09 * -0.47 -0.92 -0.03

ALL 211 211 -0.15 0.04 0.24 212 212 -0.25 -0.44 -0.06


§Miami Children's Museum Charter 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


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

aAlgebra 1.

bGeometry.






Miami Children's Museum Charter (4000)



Reading Mathematics


Page B-78


1 72 490.2 546.2 72 486.8 546.7 0.58 ** -0.23 0.10 0.42 71 517.5 564.4 71 514.2 557.1 -0.90 -0.15 -0.48 0.18

2 79 550.5 602.6 79 549.5 600.2 0.01 -0.31 0.00 0.31 78 547.2 593.6 78 546.0 584.8 -1.19 -0.20 -0.51 0.12

3 89 587.0 296.3 89 590.3 291.1 -2.75 -0.71 -0.41 -0.20 90 578.6 293.3 90 579.8 293.5 0.25 0.04 -0.25 0.33

4 86 294.0 307.4 86 294.6 307.5 0.16 ** -0.27 0.02 0.32 86 296.7 314.8 86 296.7 311.9 -0.18 -0.48 0.11

5 79 303.6 316.4 79 302.0 314.7 -0.20 -0.34 -0.03 0.28 80 307.5 316.3 80 304.7 307.5 -3.05 ** -0.49 -0.80 -0.17

ALL 405 405 -0.21 -0.07 0.06 405 405 -0.19 -0.33 -0.05§




Reading Mathematics


§Miami Community Charter 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


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

aAlgebra 1.

bGeometry.






Miami Community Charter (0102)

Page B-79


9a

61 327.1 331.3 61 327.0 332.9 1.88 -0.01 0.34 0.70 45 322.3 470.4 45 321.9 476.3 2.12 * 0.45 0.03 0.87

9b

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

10b

57 320.1 330.0 57 320.5 335.9 3.42 0.27 0.65 1.02 7 -- -- 7 -- -- -- -- -- --

ALL 118 118 0.23 0.49 0.75 45 45 0.45 0.03 0.87§






aAlgebra 1.

bGeometry.

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

§Miami Community High School 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





Reading Mathematics


Miami Community High School (7058)

Page B-80


6 75 310.2 315.2 75 310.6 319.7 2.83 ** 0.14 0.46 0.79 75 311.6 309.8 75 308.6 321.4 7.43 *** 1.22 0.87 1.57

7 79 311.9 322.1 79 312.1 322.2 0.82 -0.18 0.13 0.44 44 303.9 313.1 44 304.6 310.8 -0.24 -0.05 -0.47 0.37

7a

-- -- -- -- -- -- -- -- -- -- 37 342.2 518.9 37 329.6 486.6 -2.57 * -0.63 -1.10 -0.17

8 79 322.0 331.9 79 322.6 331.5 0.30 * -0.26 0.05 0.36 25 300.4 315.6 25 300.7 316.3 0.60 0.17 -0.38 0.73

8a

-- -- -- -- -- -- -- -- -- -- 40 335.2 515.2 40 327.1 481.9 -4.81 *** -1.09 -1.56 -0.62

8b

-- -- -- -- -- -- -- -- -- -- 17 344.9 519.9 17 338.8 519.1 1.12 0.40 -0.28 1.08

ALL 233 233 0.03 0.21 0.39 238 238 0.12 -0.07 0.30§

Miami Community Middle (6048)


Effect Size


Reading Mathematics








§Miami Community Middle 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


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

aAlgebra 1.

bGeometry.

Page B-81


9 1 -- -- 1 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

10 5 -- -- 5 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --§

North Gardens High School (7068)



Reading Mathematics








aAlgebra 1.

bGeometry.

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

§North Gardens 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


Page B-82


6 109 317.8 326.3 109 314.5 318.0 0.97 *** -0.13 0.13 0.40 116 323.2 326.3 116 319.7 315.3 1.75 0.23 -0.03 0.49

7 96 319.7 333.5 96 315.5 320.7 -0.81 -0.40 -0.12 0.17 77 314.1 330.8 77 307.4 313.5 -1.70 -0.28 -0.59 0.04

7a

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

8 91 324.6 331.4 91 323.2 330.2 3.46 0.22 0.52 0.81 68 315.5 335.6 68 310.7 318.3 -1.97 -0.34 -0.68 0.00

8a

-- -- -- -- -- -- -- -- -- -- 28 338.7 515.3 28 332.6 496.9 -1.97 -0.54 -1.07 0.00

ALL 296 296 0.00 0.17 0.33 289 289 -0.11 -0.28 0.05§

Palm Glades Prep Academy (3032)






aAlgebra 1.

bGeometry.

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

§Palm Glades Prep Academy 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





Reading Mathematics


Page B-83


9a

96 324.8 331.9 96 322.1 330.5 2.89 0.13 0.42 0.71 82 325.0 481.6 82 321.5 478.1 1.87 0.29 -0.01 0.60

9b

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

10b

85 333.0 339.8 85 331.7 336.4 2.34 0.06 0.36 0.66 66 328.7 483.6 66 326.9 477.6 1.63 0.29 -0.06 0.63

ALL 181 181 0.18 0.39 0.60 148 148 0.29 0.06 0.52§

Reading Mathematics



Palm Glades Prep High School (7032)


Effect Size






aAlgebra 1.

bGeometry.

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

§Palm Glades Prep High School 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



Page B-84


6 197 333.7 340.5 197 333.2 336.4 -3.17 -0.52 -0.32 -0.12 198 334.5 339.7 198 334.0 336.0 -2.32 * -0.23 -0.43 -0.04

7 145 336.1 342.8 145 333.5 342.2 -0.16 -0.25 -0.02 0.21 105 327.5 338.7 105 322.1 335.7 -0.40 -0.06 -0.33 0.22

7a

-- -- -- -- -- -- -- -- -- -- 40 354.1 534.9 40 347.5 527.9 0.01 0.00 -0.44 0.44

8 154 340.5 350.1 154 340.1 348.4 -1.77 ** -0.43 -0.20 0.02 73 321.9 332.6 73 319.9 345.5 6.18 *** 1.03 0.68 1.38

8a

-- -- -- -- -- -- -- -- -- -- 52 350.3 521.7 52 347.8 514.6 -2.95 ** -0.58 -0.98 -0.19

8b

-- -- -- -- -- -- -- -- -- -- 25 357.3 537.9 25 355.7 524.8 -4.53 *** -1.31 -1.92 -0.70ALL 496 496 -0.32 -0.19 -0.07 493 493 -0.09 -0.21 0.04

§


Reading Mathematics


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

aAlgebra 1.

bGeometry.






§Pinecrest Academy Middle 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 on the confidence



Pinecrest Academy Middle (6022)


Page B-85


1 62 527.2 590.3 62 534.0 583.1 -2.64 -0.83 -0.48 -0.12 62 531.1 585.2 62 531.2 600.4 1.12 0.20 -0.15 0.56

2 68 597.6 628.8 68 594.6 626.9 -1.72 ** -0.64 -0.30 0.04 68 599.0 637.3 68 601.0 635.1 -2.24 * -0.39 -0.73 -0.05

3 67 634.8 317.2 67 638.8 315.5 -2.50 -0.78 -0.44 -0.09 67 625.9 310.4 67 628.8 311.9 -0.90 -0.19 -0.50 0.18

4 64 311.4 322.0 64 311.3 325.9 0.83 -0.20 0.15 0.49 64 311.8 324.9 64 313.2 333.4 2.45 * 0.45 0.10 0.80

5 56 322.5 334.8 56 323.6 339.2 0.14 -0.29 0.08 0.45 56 330.8 337.1 56 335.1 334.4 -3.09 ** -0.59 -0.97 -0.21

6 33 333.5 337.8 33 334.4 342.2 -0.28 -0.55 -0.07 0.41 33 337.7 336.6 33 337.8 349.3 2.26 * 0.63 0.14 1.12

7 28 340.9 348.6 28 341.1 351.8 -0.59 -0.69 -0.16 0.36 28 350.9 357.0 28 351.3 355.1 -2.28 * -0.62 -1.16 -0.08

8a

26 350.5 354.2 26 352.8 359.9 -0.08 * -0.57 -0.02 0.52 26 356.4 529.0 26 360.2 535.3 -0.18 -0.05 -0.59 0.49

ALL 404 404 -0.32 -0.18 -0.04 404 404 -0.06 -0.20 0.08§




Reading Mathematics







aAlgebra 1.

bGeometry.

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

§Pinecrest Academy School 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 on the confidence


Pinecrest Academy School (5048)

Page B-86


1 110 527.5 596.9 110 527.4 581.8 -4.87 -0.93 -0.66 -0.39 110 529.0 585.7 110 525.5 575.1 -3.93 *** -0.55 -0.82 -0.28

2 108 597.2 633.3 108 594.6 627.0 -3.13 *** -0.70 -0.43 -0.16 108 578.4 619.6 108 576.0 624.0 -0.46 -0.06 -0.33 0.20

3 116 631.1 315.9 116 631.6 313.5 -2.80 ** -0.63 -0.37 -0.11 117 624.7 310.2 117 621.0 314.3 1.63 0.21 -0.04 0.47

4 111 316.1 325.4 111 314.0 324.1 -1.45 ** -0.46 -0.20 0.07 111 316.7 332.2 111 316.5 327.1 -3.58 *** -0.48 -0.75 -0.22

5 125 325.3 337.2 125 323.7 336.7 -0.73 -0.34 -0.09 0.16 126 330.1 338.1 126 330.3 336.0 -2.08 * -0.26 -0.51 -0.02

ALL 570 570 -0.46 -0.34 -0.22 572 572 -0.22 -0.34 -0.11§


§Pinecrest Academy South 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 the confidence intervals of the


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

aAlgebra 1.

bGeometry.






Pinecrest Academy South (0342)



Reading Mathematics


Page B-87


1 112 534.1 602.3 112 544.5 601.6 -2.85 -0.65 -0.38 -0.12 112 549.6 595.7 112 550.6 591.9 -2.13 * -0.29 -0.55 -0.02

2 100 596.5 641.0 100 598.0 634.3 -2.54 -0.64 -0.36 -0.08 100 594.8 633.6 100 593.2 626.8 -2.83 ** -0.40 -0.68 -0.12

3 82 638.2 320.7 82 641.0 315.3 -3.15 -0.81 -0.49 -0.18 82 639.5 314.8 82 643.7 315.3 -0.69 -0.11 -0.42 0.20

4 90 315.7 324.5 90 314.4 325.8 0.72 -0.18 0.11 0.40 90 319.0 332.7 90 320.5 326.0 -4.83 *** -0.72 -1.03 -0.42

5 123 323.6 335.3 123 324.6 333.5 -2.74 -0.60 -0.35 -0.10 125 325.4 333.2 125 327.9 325.3 -6.65 *** -0.84 -1.10 -0.59

6 116 336.0 339.8 116 335.8 341.2 -1.55 ** -0.46 -0.20 0.05 115 337.4 342.7 115 337.7 328.3 -12.04 *** -1.59 -1.89 -1.30

7 76 338.3 342.8 76 335.7 345.0 0.12 * -0.30 0.02 0.34 24 327.1 336.0 24 321.8 331.5 -1.53 -0.45 -1.03 0.12

8a

45 346.3 353.3 45 348.5 355.9 -1.35 -0.70 -0.29 0.13 45 348.1 519.7 45 343.7 514.0 -2.06 * -0.44 -0.86 -0.02

ALL 744 744 -0.35 -0.25 -0.15 693 693 -0.63 -0.74 -0.52§

Effect Size


Reading Mathematics



Pincrest Cove Academy (5049)


§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, based on the confidence intervals of the


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

aAlgebra 1.

bGeometry.






Page B-88


1 85 518.2 579.3 85 520.4 587.4 -0.12 -0.32 -0.02 0.28 85 538.2 585.3 85 526.9 603.3 3.27 ** 0.50 0.20 0.81

2 90 582.4 629.6 90 585.3 622.6 -2.46 -0.66 -0.37 -0.07 90 592.6 636.3 90 589.6 628.2 -2.36 * -0.35 -0.65 -0.06

3 84 627.4 318.7 84 625.7 309.5 -4.63 -1.03 -0.72 -0.41 84 619.6 311.1 84 616.3 305.4 -2.66 ** -0.43 -0.73 -0.12

4 94 312.5 321.8 94 309.1 322.0 0.87 -0.16 0.13 0.41 94 310.6 323.5 94 309.0 320.4 -1.19 -0.18 -0.46 0.11

5 88 322.8 334.2 88 319.9 330.2 -1.90 -0.58 -0.29 0.01 88 320.1 332.4 88 318.3 340.1 3.95 *** 0.60 0.30 0.90

ALL 441 441 -0.37 -0.24 -0.11 441 441 0.02 -0.11 0.15§






aAlgebra 1.

bGeometry.

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

§Pinecrest Glades 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, based on the confidence


Pincrest Glades Academy (2031)



Reading Mathematics



Page B-89


6 110 335.1 339.2 110 333.7 336.2 -1.93 -0.53 -0.26 0.00 110 335.5 339.7 110 333.6 339.7 0.37 0.05 -0.21 0.32

7 77 334.6 343.4 77 333.2 339.1 -3.17 * -0.84 -0.51 -0.19 28 323.5 336.9 28 321.1 329.1 -2.70 ** -0.74 -1.28 -0.19

7a

-- -- -- -- -- -- -- -- -- -- 49 347.8 531.4 49 341.3 509.5 -5.35 *** -1.09 -1.52 -0.67

8a

67 342.0 349.6 67 342.0 344.3 -3.27 *** -0.92 -0.57 -0.22 41 341.0 514.9 41 332.5 500.8 -2.18 * -0.49 -0.93 -0.05

8b

-- -- -- -- -- -- -- -- -- -- 25 351.7 528.7 25 351.2 521.6 -2.29 * -0.66 -1.23 -0.09

9a

45 346.1 351.8 45 346.5 350.3 -0.57 -0.53 -0.12 0.29 29 352.0 508.6 29 353.7 518.6 2.59 * 0.69 0.16 1.22

9b

14 344.5 518.7 14 341.4 512.4 -1.55 -0.61 -1.37 0.15

ALL 299 299 -0.53 -0.37 -0.21 296 296 -0.30 -0.46 -0.13 §






aAlgebra 1.

bGeometry.

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

§Pinecrest Glades 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, based on the confidence


Pinecrest Glades Prep. Academy (7027)



Reading Mathematics



Page B-90


1 105 501.7 573.5 105 501.0 579.3 0.48 -0.20 0.07 0.34 105 520.0 565.3 105 517.2 567.4 0.05 ** 0.01 -0.26 0.28

2 91 574.6 626.0 91 573.8 627.3 0.01 -0.29 0.00 0.29 91 566.5 620.5 91 564.2 633.6 1.86 0.28 -0.01 0.58

3 112 624.0 313.0 112 624.9 311.3 -1.22 -0.43 -0.16 0.10 112 624.8 310.6 112 627.9 308.3 -1.56 -0.21 -0.47 0.05

4 74 310.2 319.3 74 309.4 319.2 0.15 -0.30 0.02 0.35 74 313.6 325.9 74 314.5 325.6 -0.45 -0.07 -0.40 0.25

5 74 317.8 329.9 74 319.1 332.5 1.20 -0.13 0.20 0.52 74 328.1 335.6 74 328.7 329.7 -2.98 ** -0.49 -0.82 -0.17

ALL 456 456 -0.12 0.01 0.14 456 456 -0.08 -0.21 0.05§




Reading Mathematics


Pinecrest Prep. Academy (0600)

§Pinecrest Prep. 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 group, based on the confidence


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

aAlgebra 1.

bGeometry.






Page B-91


9a

137 345.7 352.0 137 340.9 350.0 2.43 0.06 0.29 0.53 93 340.8 497.8 93 342.6 498.5 -0.15 -0.02 -0.31 0.26

9b

-- -- -- -- -- -- -- -- -- -- 33 349.2 521.0 33 350.5 519.8 -0.18 -0.05 -0.53 0.44

10b

119 353.2 358.2 119 348.8 354.5 1.28 * -0.09 0.17 0.42 72 342.4 498.5 72 340.3 493.3 -1.41 -0.24 -0.56 0.09

ALL 256 256 . 0.06 0.23 0.41 198 198 -0.10 -0.30 0.09§


Reading Mathematics


Pinecrest Prep. Academy High School (7053)






aAlgebra 1.

bGeometry.

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

§Pinecrest Prep. Academy High School 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




Page B-92


1 128 531.1 593.3 128 526.9 588.7 -3.64 -0.70 -0.46 -0.21 128 528.3 587.4 128 521.5 580.5 -2.34 * -0.29 -0.54 -0.05

2 131 592.8 631.3 131 592.2 641.4 2.37 *** 0.05 0.29 0.54 131 587.2 627.2 131 583.5 625.3 -1.73 -0.22 -0.46 0.03

3 139 629.4 317.2 139 635.2 318.6 -1.16 * -0.38 -0.14 0.10 139 635.2 312.7 139 630.9 319.9 4.32 *** 0.52 0.28 0.76

4 140 313.6 322.0 140 314.3 326.6 2.43 0.06 0.29 0.53 140 315.9 330.2 140 318.6 326.5 -3.89 *** -0.47 -0.70 -0.23

5 130 323.0 334.6 130 324.1 337.5 0.76 * -0.15 0.09 0.34 130 325.1 335.0 130 325.1 339.2 1.34 0.19 -0.06 0.43

ALL 668 668 -0.09 0.02 0.13 668 668 -0.05 -0.16 0.06§


§Renaissance Elementary 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


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

aAlgebra 1.

bGeometry.






Renaissance Elementary (0400)



Reading Mathematics


Page B-93


6 124 321.6 329.7 124 320.8 332.6 2.54 ** 0.07 0.32 0.57 124 325.8 332.2 124 323.4 337.8 5.21 *** 0.66 0.41 0.92

7 118 330.5 338.8 118 330.5 342.9 2.65 ** 0.09 0.35 0.60 119 339.0 347.7 119 337.5 348.0 1.21 0.16 -0.10 0.41

8 127 339.7 346.8 127 342.2 352.0 3.19 ** 0.15 0.40 0.65 24 320.1 324.9 24 318.5 340.3 -0.28 -0.10 -0.67 0.46

8a

-- -- -- -- -- -- -- -- -- -- 104 353.7 529.8 104 353.5 527.8 -0.69 -0.10 -0.37 0.18

ALL 369 369 0.21 0.36 0.50 371 371 0.23 0.09 0.38§




Reading Mathematics


§Renaissance 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


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

aAlgebra 1.

bGeometry.






Renaissance Middle (6028)

Page B-94


6 39 340.4 346.3 39 337.1 344.3 0.34 -0.37 0.08 0.52 39 337.6 339.1 39 336.8 338.7 1.79 0.41 -0.04 0.86

7 12 347.0 350.5 12 341.9 351.8 1.54 -0.17 0.65 1.48 12 340.8 346.1 12 335.2 352.4 2.58 * 1.10 0.24 1.97

8a

14 347.2 351.9 14 349.0 353.1 0.10 -0.70 0.04 0.78 14 346.6 521.2 14 348.6 515.9 -1.51 -0.59 -1.35 0.17

ALL 65 65 -0.17 0.17 0.52 65 65 0.31 -0.04 0.66§






aAlgebra 1.

bGeometry.

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

§Somerset Academy Bay Middle 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





Reading Mathematics


Somerset Academy Bay Middle (6128)

Page B-95


9a

106 337.3 341.9 106 335.6 344.2 2.45 0.07 0.34 0.46 63 325.0 486.0 63 326.5 484.8 -0.56 -0.10 -0.45 0.25

9b

-- -- -- -- -- -- -- -- -- -- 32 342.5 503.9 32 343.0 510.8 2.48 * 0.78 0.27 1.28

10b

72 341.2 345.8 72 341.5 354.8 4.69 0.45 0.79 1.32 43 328.7 483.5 43 330.3 487.3 1.07 0.23 -0.19 0.66

ALL 178 178 0.30 0.51 0.74 138 138 0.20 -0.04 0.43§

Somerset Academy High School (South-Homestead) (7034)


Effect Size


Reading Mathematics



§Somerset Academy High School (South-Homestead) has test scores that are not significantly different 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.

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

aAlgebra 1.

bGeometry.






Page B-96


9b

18 363.8 366.9 18 365.3 367.1 -2.23 -1.44 -0.77 -0.09 4 -- -- 4 -- -- -- -- -- --

10 9 -- -- 9 -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --

ALL 18 18 -1.44 -0.77 -0.09§


Somerset Academy High School (South) (7038)



Reading Mathematics







aAlgebra 1.

bGeometry.

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

§Somerset Academy High School has test scores that are significantly lower in Reading than those of the traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades

above.

Page B-97


1 88 511.9 581.5 88 512.8 571.7 -2.55 -0.68 -0.39 -0.09 88 525.1 579.1 88 515.4 565.4 -1.84 -0.28 -0.58 0.02

2 79 585.8 626.1 79 586.9 626.3 0.63 * -0.21 0.10 0.41 79 573.1 602.8 79 574.6 622.3 3.67 *** 0.59 0.27 0.91

3 69 623.9 309.5 89 622.4 305.2 -2.07 -0.61 -0.31 -0.02 89 605.0 307.4 89 610.7 305.3 -1.34 -0.21 -0.51 0.08

4 75 312.0 319.3 75 312.0 317.5 -0.07 * -0.33 -0.01 0.31 75 313.4 328.7 75 311.7 327.8 1.24 0.20 -0.12 0.53

5 55 314.4 329.2 55 313.4 327.2 -0.24 -0.42 -0.05 0.33 55 320.7 329.9 55 318.1 330.1 0.77 0.15 -0.22 0.53

ALL 386 386 -0.29 -0.15 0.00 386 386 0.07 -0.08 0.21§

Effect Size


Reading Mathematics



Somerset Academy Elementary (South Homestead) (0339)







§Somerset Academy Elementary (South Homestead) 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


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

aAlgebra 1.

bGeometry.

Page B-98


1 123 521.4 589.4 123 519.9 599.0 0.72 *** -0.16 0.09 0.34 124 520.4 520.4 124 512.5 596.4 2.19 * 0.28 0.03 0.53

2 98 602.4 637.5 98 607.0 630.2 -3.31 -0.76 -0.48 -0.19 97 596.1 596.1 97 597.3 634.9 -1.17 -0.17 -0.45 0.11

3 85 629.0 313.7 85 626.5 315.4 0.47 -0.23 0.07 0.37 83 639.0 639.0 83 641.6 312.3 -3.67 *** -0.57 -0.88 -0.26

4 84 313.1 321.0 84 312.1 321.8 0.31 ** -0.25 0.05 0.35 85 317.6 330.9 85 317.6 330.2 -0.85 -0.14 -0.44 0.16

5 102 319.0 331.0 102 318.1 330.6 -0.66 -0.37 -0.09 0.18 102 331.5 337.0 102 331.6 334.5 -2.30 * -0.32 -0.60 -0.05

ALL 492 492 -0.19 -0.07 0.06 491 491 -0.15 -0.27 -0.02§

Reading Mathematics


Somerset Academy (0520)






aAlgebra 1.

bGeometry.

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

§Somerset Academy 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





Page B-99


1 38 542.3 607.6 38 546.7 594.4 -3.61 -1.31 -0.84 -0.37 37 537.4 590.4 37 525.3 577.2 -1.85 -0.44 -0.90 0.02

2 33 601.2 641.4 33 601.5 625.7 -2.45 -1.11 -0.61 -0.12 33 584.8 623.7 33 579.7 625.4 -0.51 -0.13 -0.61 0.36

3 49 636.5 319.5 49 639.3 318.5 -1.40 -0.68 -0.29 0.11 49 633.6 314.3 49 632.5 316.4 0.24 0.05 -0.35 0.44

4 47 322.3 331.8 47 320.5 325.4 -2.68 -0.97 -0.56 -0.15 47 318.3 332.7 47 318.6 329.3 -1.40 -0.29 -0.70 0.11

5 50 324.3 336.8 50 325.7 333.5 2.72 -0.95 -0.55 -0.15 50 324.5 336.4 50 323.9 332.5 -2.45 * -0.50 -0.89 -0.10

ALL 217 217 -0.74 -0.55 -0.36 216 216 -0.26 -0.45 -0.07§

Effect Size


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, based on the confidence intervals of the


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

aAlgebra 1.

bGeometry.






Somerset Academy Bay (5062)


Page B-100


1 75 555.9 604.6 75 568.4 629.0 -0.18 *** -0.35 -0.03 0.29 65 553.9 601.1 75 567.1 618.4 -0.37 -0.06 -0.38 0.26

2 74 610.3 639.2 74 612.8 644.4 -1.11 * -0.51 -0.18 0.14 52 604.3 639.0 74 612.1 654.8 -0.16 -0.03 -0.35 0.30

3 53 640.5 315.6 53 645.5 323.7 0.62 ** 0.26 0.12 0.50 48 642.1 313.1 53 652.5 325.2 2.12 * 0.42 0.03 0.80

4 51 324.1 332.5 51 327.3 332.5 -2.30 -0.85 -0.46 -0.07 71 326.0 339.4 51 612.1 338.8 -1.52 -0.30 -0.69 0.09

5 74 325.6 338.0 74 330.5 343.3 -0.91 * -0.47 -0.15 0.17 74 332.9 342.1 74 567.1 346.8 -1.61 -0.27 -0.59 0.06

ALL 327 327 -0.29 -0.13 0.02 327 327 -0.06 -0.21 0.09§




Reading Mathematics







aAlgebra 1.

bGeometry.

*p < .05. **p < .01. ***p < .001.§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 school comparison group, based on the


Somerset Academy Elementary (2007)

Page B-101


9a

115 344.5 350.7 115 343.9 349.1 -2.08 -0.54 -0.28 -0.02 74 345.3 502.5 74 350.7 507.1 -2.13 * -0.35 -0.68 -0.03

9b

-- -- -- -- -- -- -- -- -- -- 24 346.0 519.7 24 346.6 522.3 0.80 0.24 -0.33 0.80

10b

92 352.6 359.8 92 352.6 358.9 -2.34 -0.64 -0.35 -0.06 40 342.6 500.1 40 341.4 507.0 0.40 0.09 -0.35 0.53

ALL 207 207 -0.50 -0.31 -0.11 138 138 -0.12 -0.36 0.12§

Effect Size


Reading Mathematics



Somerset Academy High School (7042)


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

aAlgebra 1.

bGeometry.






§Somerset 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 comparison group, based on the confidence


Page B-102


6 93 332.0 338.7 93 330.4 340.7 1.75 -0.03 0.26 0.55 93 336.5 341.7 93 336.9 338.7 -1.95 -0.29 -0.58 0.00

7 70 337.5 346.1 70 341.3 347.4 -0.67 -0.45 -0.11 0.22 49 333.9 344.8 49 333.8 344.3 -0.55 -0.11 -0.51 0.28

7a

-- -- -- -- -- -- -- -- -- -- 21 356.8 534.4 21 353.7 524.4 -2.00 -0.63 -1.25 -0.01

8a

72 344.6 349.4 72 347.0 351.2 -0.22 -0.36 -0.04 0.29 53 344.4 518.3 53 336.3 499.3 -4.47 *** -0.88 -1.28 -0.48

8b

-- -- -- -- -- -- -- -- -- -- 18 351.6 520.6 18 351.7 519.1 0.09 0.03 -0.62 0.69

ALL 235 235 -0.12 0.06 0.24 234 234 -0.38 -0.56 -0.20§






aAlgebra 1.

bGeometry.

*p < .05. **p < .01. ***p < .001.§Somerset Academy Miami 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





Reading Mathematics


Somerset Academy Miami (6004)

Page B-103


6 161 319.7 327.7 161 321.6 330.3 1.61 -0.04 0.18 0.40 159 322.5 325.8 159 321.5 321.7 -2.66 ** -0.30 -0.52 -0.08

7 154 325.5 335.0 154 329.1 332.3 -3.12 -0.58 -0.36 -0.13 136 315.2 326.1 136 319.6 333.7 2.86 ** 0.35 0.11 0.59

7a

-- -- -- -- -- -- -- -- -- -- 18 350.8 517.8 18 349.3 518.2 -0.68 -0.23 -0.89 0.42

8 158 332.6 342.3 158 333.8 341.1 -0.93 -0.33 -0.10 0.12 103 318.3 334.6 103 324.6 349.0 4.92 *** 0.69 0.41 0.97

8a

-- -- -- -- -- -- -- -- -- -- 24 347.6 517.1 24 346.0 516.0 0.62 0.18 -0.39 0.75

8b

-- -- -- -- -- -- -- -- -- -- 29 353.0 528.0 29 350.8 526.1 -0.15 -0.04 -0.55 0.48

ALL 473 473 -0.22 -0.09 0.04 469 469 0.14 0.01 0.27§

Effect Size Charter Traditional

Somerset Academy Middle South Homestead (6013)


§Somerset Academy Middle South Homestead has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based on


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

aAlgebra 1.

bGeometry.






Effect Size


Reading Mathematics


Charter Traditional

Page B-104


6 71 337.6 340.8 71 339.6 346.1 1.60 ** -0.06 0.27 0.60 70 339.3 341.5 70 339.7 344.9 2.00 * 0.34 0.01 0.67

7 68 341.4 349.4 68 346.4 355.4 0.45 -0.26 0.08 0.41 68 343.6 352.0 68 348.9 357.0 -0.91 * -0.16 -0.49 0.18

8a

75 348.8 354.2 75 351.6 358.5 0.66 -0.21 0.11 0.43 75 355.0 525.9 75 354.7 521.4 -3.36 *** -0.55 -0.88 -0.23

ALL 214 214 -0.04 0.15 0.34 213 213 -0.13 -0.32 0.06§


§Somerset Academy Middle South Miami 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


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

aAlgebra 1.

bGeometry.






Somerset Academy Middle South Miami (6053)



Reading Mathematics


Page B-105


6 20 313.9 322.6 20 311.2 322.1 -0.06 -0.64 -0.02 0.60 20 316.4 322.6 20 318.7 324.2 1.85 -0.03 0.60 1.23

ALL 20 20 -0.64 -0.02 0.60 20 20 -0.03 0.60 1.23§




Reading Mathematics


§Somerset Academy Middle Country Palms 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


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

aAlgebra 1.

bGeometry.






Somerset Academy Middle Country Palms (6043)

Page B-106


3 75 621.3 311.9 75 624.8 313.6 -0.20 -0.35 -0.03 0.29 75 601.4 302.3 75 601.1 317.7 7.52 *** 1.24 0.89 1.59 ***

4 88 309.9 316.9 88 311.0 320.1 1.03 -0.14 0.16 0.45 87 314.0 326.0 87 316.2 330.8 1.21 0.19 -0.11 0.48

5 77 317.0 329.9 77 317.1 329.1 -0.88 -0.46 -0.14 0.17 77 325.3 330.3 77 324.7 335.4 2.10 * 0.34 0.02 0.66 **

6 165 328.3 333.1 165 328.4 332.8 -2.31 -0.47 -0.26 -0.04 165 336.4 339.9 165 337.4 334.3 -7.54 *** -0.85 -1.07 -0.62

7 190 333.6 341.0 190 335.2 343.2 -1.55 * -0.36 -0.16 0.04 134 329.9 336.6 134 330.8 335.1 -3.57 *** -0.45 -0.70 -0.21

7a

-- -- -- -- -- -- -- -- -- -- 55 355.1 531.5 55 354.2 521.3 -4.84 *** -1.01 -1.41 -0.61

8 183 339.4 347.1 183 340.4 350.8 0.16 -0.19 0.02 0.22 112 327.1 338.4 112 331.9 354.4 4.88 *** 0.65 0.39 0.92

8a

-- -- -- -- -- -- -- -- -- -- 40 349.3 520.5 40 352.0 518.9 -2.46 * -0.60 -1.05 -0.15

8b

-- -- -- -- -- -- -- -- -- -- 31 349.8 528.9 31 348.0 525.9 -1.25 -0.32 -0.82 0.18

ALL 778 778 -0.19 -0.09 0.01 776 776 -0.11 -0.21 -0.01§




Reading Mathematics







Somerset Academy Silver Palms (0332)

§Somerset Academy Silver Palms 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


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

aAlgebra 1.

bGeometry.

Page B-107


1 44 494.2 547.1 44 493.0 544.8 0.13 -0.39 0.03 0.45 44 509.9 565.4 44 508.4 551.6 -1.40 -0.32 -0.74 0.10

2 58 568.9 612.3 58 570.5 601.9 -1.65 ** -0.67 -0.31 0.06 60 569.0 608.5 60 570.6 581.2 -5.02 *** -0.92 -1.30 -0.55

3 65 602.1 302.1 65 600.1 305.0 1.53 ** -0.08 0.27 0.62 65 593.7 299.8 65 583.8 303.2 2.66 ** 0.47 0.12 0.82

4 58 307.7 315.7 58 304.3 314.6 0.30 -0.31 0.06 0.42 58 305.2 321.5 58 305.8 321.3 0.09 0.02 -0.35 0.38

5 69 315.7 326.9 69 315.4 328.2 0.88 -0.18 0.15 0.48 69 320.1 327.9 69 321.7 325.5 -1.11 -0.19 -0.52 0.14

ALL 294 294 -0.11 0.05 0.21 296 296 -0.16 -0.32 0.00§

Reading Mathematics


aAlgebra 1.

bGeometry.






Somerset Arts Academy (2012)

§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 comparison group, based on the confidence


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




Page B-108


1 49 519.7 595.0 49 523.7 585.0 -1.90 -0.79 -0.39 0.01 49 531.0 596.9 49 521.8 579.1 -2.48 * -0.51 -0.91 -0.10

2 88 602.2 633.2 88 596.2 631.6 0.36 -0.24 0.05 0.35 88 587.0 635.3 88 579.1 625.7 -1.70 -0.26 -0.55 0.04

3 97 637.2 321.9 97 636.8 319.0 -1.70 -0.53 -0.24 0.04 97 623.5 313.8 97 622.6 315.2 0.83 * 0.12 -0.16 0.40

4 85 318.2 330.7 85 316.2 323.7 -3.82 *** -0.90 -0.59 -0.28 87 313.3 333.9 87 311.9 322.1 -5.31 *** -0.81 -1.12 -0.50

5 84 326.5 336.9 84 324.7 338.1 0.95 -0.15 0.15 0.45 84 327.6 338.8 84 328.6 329.8 -4.62 *** -0.72 -1.03 -0.41

ALL 403 403 -0.32 -0.18 -0.04 405 405 -0.40 -0.54 -0.26§


§Somerset Gables 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 the confidence intervals of


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

aAlgebra 1.

bGeometry.






Somerset Gables Academy (5008)



Reading Mathematics


Page B-109


1 65 511.7 570.9 65 509.3 550.9 -2.37 -0.77 -0.42 -0.07 65 527.1 572.9 65 529.9 568.5 -0.90 -0.16 -0.50 0.18

2 94 569.2 603.5 94 568.9 596.5 -1.37 -0.49 -0.20 0.09 93 577.6 608.0 93 576.6 588.0 -3.79 *** -0.56 -0.85 -0.27

3 78 595.3 298.2 78 594.1 297.6 0.01 * -0.31 0.00 0.32 78 587.3 301.0 78 586.2 300.3 -0.15 -0.02 -0.34 0.29

4 56 302.8 312.8 56 303.7 310.9 -0.94 -0.55 -0.18 0.19 56 302.6 317.1 56 303.4 309.1 -3.74 *** -0.79 -1.18 -0.41

5 79 309.4 321.5 79 309.1 319.5 -0.87 -0.45 -0.14 0.17 82 320.6 325.5 82 319.6 324.6 -0.06 -0.01 -0.30 0.30

6 65 315.3 323.4 65 315.3 319.7 -2.07 -0.71 -0.37 -0.02 65 319.6 327.2 65 317.8 324.4 -2.09 * -0.37 -0.72 -0.02

7 23 322.4 328.6 23 322.4 329.2 -0.03 *** -0.59 -0.01 0.57 23 330.0 338.0 23 332.2 330.7 -2.72 ** -0.82 -1.42 -0.22

8 14 336.1 340.9 14 336.1 343.4 -0.36 -0.88 -0.14 0.60 7 7

8 a -- -- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- -- --

ALL 474 474 -0.32 -0.19 -0.07 462 462 -0.32 -0.45 -0.19§




Reading Mathematics







aAlgebra 1.

bGeometry.

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

§Somerset Oaks 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 the confidence intervals of the


Somerset Oaks Academy (3033)

Page B-110


1 162 531.6 596.2 162 534.5 586.3 -4.93 -0.77 -0.55 -0.33 162 533.4 588.5 162 533.0 577.9 -4.38 *** -0.49 -0.71 -0.27

2 152 583.8 621.9 152 585.5 618.6 -3.79 -0.66 -0.44 -0.21 152 573.7 614.9 152 574.3 595.1 -7.83 *** -0.92 -1.15 -0.68

3 77 621.2 307.9 77 623.4 311.9 0.33 -0.26 0.05 0.37 77 601.6 305.7 77 600.8 315.5 3.70 *** 0.60 0.28 0.92

4 91 309.3 317.8 91 309.6 320.1 -0.28 * -0.33 -0.04 0.25 91 314.0 326.7 91 316.3 332.7 0.61 0.09 -0.20 0.38

5 84 320.6 331.5 84 321.1 334.1 -0.54 *** -0.39 -0.08 0.22 84 329.6 339.0 84 330.2 340.2 -1.22 -0.19 -0.49 0.11

ALL 566 566 -0.40 -0.28 -0.17 566 566 -0.31 -0.43 -0.19§

Effect Size


Reading Mathematics



Somerset Academy at Silver Palms (4012)


§Somerset Academy at Silver Palms 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 the confidence


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

aAlgebra 1.

bGeometry.






Page B-111


1 70 538.9 602.5 70 538.3 591.2 -3.18 -0.88 -0.54 -0.20 70 544.6 585.8 70 540.1 579.2 -1.40 -0.24 -0.57 0.09

2 45 589.9 637.5 45 590.1 622.8 -2.46 -0.95 -0.52 -0.10 45 574.1 625.0 45 575.4 619.7 -1.43 -0.30 -0.72 0.11

3 32 628.7 317.3 32 621.7 310.2 -2.17 -1.05 -0.55 -0.05 32 614.8 310.7 32 608.3 308.3 -0.39 -0.10 -0.59 0.39

4 45 309.9 320.6 45 307.8 319.7 -0.21 -0.46 -0.04 0.37 45 303.4 323.0 45 300.5 319.2 -0.77 -0.16 -0.58 0.25

5 16 316.4 329.5 16 319.2 336.9 0.92 * -0.36 0.33 1.03 16 325.1 333.9 16 331.9 336.1 -0.80 -0.29 -0.99 0.40

ALL 208 208 -0.56 -0.36 -0.17 208 208 -0.22 -0.41 -0.03§


Somerset Prep. Academy Sunset (5002)



Reading Mathematics


§Somerset Prep. Academy Sunset 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 the confidence


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

aAlgebra 1.

bGeometry.






Page B-112


6 195 314.1 319.7 195 314.7 318.7 -1.09 -0.31 -0.11 0.09 194 319.7 318.5 194 319.9 317.6 -1.16 -0.12 -0.32 0.08

7 162 318.9 328.8 162 321.2 325.1 -2.98 -0.55 -0.33 -0.11 165 317.2 330.7 165 320.3 323.5 -5.92 *** -0.65 -0.88 -0.43

8 170 326.9 337.6 170 328.8 333.5 -3.96 -0.65 -0.43 -0.22 137 318.8 328.6 137 324.5 334.1 0.63 0.08 -0.16 0.31

8a

-- -- -- -- -- -- -- -- -- -- 24 344.7 513.0 24 346.0 510.8 -0.74 -0.24 -0.81 0.33

8b

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

ALL 527 527 -0.36 -0.28 -0.16 520 520 -0.24 -0.36 -0.11§

Traditional Effect Size



Reading Mathematics







aAlgebra 1.

bGeometry.

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

§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 comparison group, based on the


Charter Traditional Effect Size Charter

Sports Leadership & Management Middle (6015)

Page B-113


9a

179 334.4 339.0 179 334.7 340.1 0.47 -0.16 0.05 0.26 134 334.0 493.1 134 336.2 490.0 -2.31 * -0.30 -0.54 -0.05

9b

-- -- -- -- -- -- -- -- -- -- 23 345.4 501.7 23 346.0 508.4 1.45 0.44 -0.15 1.02

10b

130 342.6 351.5 130 343.6 349.6 -1.47 -0.43 -0.18 0.06 95 338.5 499.1 95 343.0 493.5 -3.85 *** -0.56 -0.85 -0.27

ALL 309 309 -0.21 -0.05 0.11 252 252 -0.33 -0.50 -0.15§


Reading Mathematics



Sports Leadership Miami (7016)


Effect Size






§Sports Leadership Miami 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


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

aAlgebra 1.

bGeometry.

Page B-114


1 80 514.7 578.2 80 514.8 568.5 -1.29 -0.52 -0.21 0.11 78 517.7 572.7 78 512.1 568.8 0.89 0.14 -0.17 0.46

2 63 557.3 606.0 63 558.8 600.4 0.47 -0.26 0.09 0.43 61 577.2 614.2 61 579.0 598.3 -1.66 -0.30 -0.66 0.05

3 99 609.6 308.2 99 609.3 304.1 -0.63 -0.37 -0.09 0.19 99 601.2 304.4 99 603.0 301.6 0.30 0.04 -0.24 0.32

4 90 300.4 312.6 90 299.7 310.4 0.38 -0.24 0.06 0.35 86 303.2 319.9 86 301.5 312.2 -0.61 -0.09 -0.39 0.20

5 78 312.4 326.3 78 310.8 323.5 0.22 -0.28 0.04 0.35 77 317.2 326.4 77 313.7 326.1 2.70 ** 0.47 0.15 0.79

ALL 410 410 -0.17 -0.03 0.11 401 401 0.06 -0.08 0.20§






aAlgebra 1.

bGeometry.

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


Summerville Advantage Academy (0072)



Reading Mathematics


§Summerville Advantage 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 group, based on the


Page B-115


6 86 317.0 322.3 86 314.4 316.7 1.21 -0.11 0.19 0.49 87 323.0 322.8 87 321.0 312.3 0.72 0.11 -0.19 0.41

7 29 322.4 328.9 29 318.9 326.3 2.18 0.06 0.58 1.11 30 321.1 332.4 30 315.5 313.7 -2.38 * -0.62 -1.14 -0.11

8 40 326.8 336.2 40 324.7 329.7 0.16 -0.40 0.04 0.47 39 317.8 331.9 39 318.4 325.0 -0.07 -0.02 -0.46 0.43

8 a -- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --

9 a 31 329.8 336.5 31 330.3 339.3 1.11 -0.21 0.29 0.79 32 327.9 486.1 32 324.9 477.1 -0.89 -0.23 -0.72 0.27

ALL 186 186 0.03 0.23 0.43 188 188 -0.09 -0.29 0.12§

§The Seed School of Miami 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


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

aAlgebra 1.

bGeometry.






Effect Size


Reading Mathematics



The Seed School of Miami (6018)


Page B-116


1 36 551.4 615.2 36 556.5 613.5 -0.16 -0.50 -0.04 0.42 36 572.4 606.8 36 572.9 601.4 -0.64 -0.15 -0.61 0.31

2 31 616.5 646.3 31 623.5 639.9 -0.92 -0.74 -0.24 0.26 31 596.8 634.7 31 606.4 636.4 0.69 0.18 -0.32 0.68

3 35 649.9 322.2 35 648.2 323.7 0.87 -0.26 0.21 0.68 35 630.4 313.9 35 630.0 323.5 3.32 ** 0.81 0.32 1.29

4 42 317.3 328.5 42 315.6 328.3 0.91 -0.23 0.20 0.63 42 315.8 334.6 42 313.4 334.8 1.14 0.25 -0.18 0.68

5 40 325.9 337.8 40 324.5 340.2 1.50 -0.10 0.34 0.78 40 329.9 338.9 40 331.3 340.0 0.56 0.13 -0.31 0.57

6 41 337.4 342.9 41 330.1 341.3 1.63 ** -0.07 0.36 0.80 41 343.6 345.7 41 336.3 346.2 2.49 * 0.56 0.12 1.00

7 39 340.9 351.4 39 340.5 350.8 0.35 -0.36 0.08 0.52 26 344.7 356.5 26 340.5 352.8 -0.04 -0.01 -0.56 0.53

7a

-- -- -- -- -- -- -- -- -- -- 12 360.9 542.3 12 365.1 554.8 1.34 0.57 -0.25 1.39

ALL 264 264 -0.03 0.15 0.32 263 263 0.27 0.10 0.44§






aAlgebra 1.

bGeometry.

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

§True North Classical Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based on the confidence





Reading Mathematics


True North Classical Academy (1000)

Page B-117


1 109 491.6 560.1 109 488.4 544.0 -2.88 -0.66 -0.39 -0.12 109 502.4 569.5 109 503.4 545.6 -6.13 *** -0.83 -1.11 -0.56

2 109 559.9 616.1 109 557.0 607.1 -2.41 -0.59 -0.33 -0.06 109 557.5 602.4 109 555.7 596.0 -1.86 -0.25 -0.52 0.01

3 108 612.7 307.4 108 612.3 308.4 0.05 -0.26 0.01 -0.27 108 602.7 303.4 108 604.0 308.4 2.21 * 0.30 0.03 0.57

4 116 307.1 318.8 116 307.9 316.3 -2.62 -0.60 -0.35 -0.09 116 306.2 320.2 116 306.3 315.0 -3.50 *** -0.46 -0.72 -0.20

5 115 316.1 327.5 115 316.6 325.7 -1.93 -0.52 -0.26 0.00 115 320.8 332.9 115 321.4 323.3 -6.20 *** -0.82 -1.09 -0.55

6 90 318.7 325.2 90 318.3 325.7 -0.43 -0.36 -0.06 0.23 74 314.6 325.1 74 314.4 326.3 -0.29 -0.05 -0.37 0.27

7 101 325.9 335.0 101 325.3 335.5 -0.44 -0.34 -0.06 0.21 62 308.2 317.6 62 307.4 321.4 1.30 0.24 -0.11 0.60

7a

-- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- -- --

8 119 334.0 346.4 119 333.9 342.7 -2.69 -0.61 -0.35 -0.09 70 318.3 332.3 70 316.8 327.0 -2.29 * -0.39 -0.72 -0.06

8a

-- -- -- -- -- -- -- -- -- -- 12 339.1 512.4 12 337.5 502.0 -2.01 -0.86 -1.70 -0.02

8b

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

ALL 867 867 -0.33 -0.23 -0.14 775 775 -0.32 -0.42 -0.22§

§Youth Co-Op 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 the confidence intervals of the effect sizes


Youth Co-Op Charter (1020)



Reading Mathematics





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 aAlgebra 1.

bGeometry.

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

Page B-118


9 a 77 338.2 342.4 77 337.9 347.8 2.36 0.06 0.38 0.70 60 334.9 497.0 60 336.2 486.0 -4.62 *** -0.85 -1.22 -0.48

9 b -- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --

10 b 58 347.3 352.6 58 347.8 358.8 1.11 -0.16 0.21 0.57 37 335.8 491.2 37 334.6 494.0 0.41 0.10 -0.36 0.55

ALL 135 135 0.07 0.31 0.55 97 97 -0.47 -0.76 -0.18§






aAlgebra 1.

bGeometry.

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

§Youth Co-Op Preparatory High School has test scores that are significantly higher in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based on the confidence


Youth Co-op Preparatory High School -- (7070)




Reading Mathematics


Page B-119

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