Miami-Dade County Public Schools
Review of Charter Schools
2014-15
December 2015
Principal Evaluator/Author:
Steven M. Urdegar, M.B.A., Ph.D.
ASSESSMENT, RESEARCH AND DATA ANALYSIS
1450 Northeast Second Avenue
Miami, Florida 33132
Sally A. Shay, Ph.D.,
District Director
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair Dr. Dorothy Bendross-Mindingall, Vice Chair
Ms. Susie V. Castillo Dr. Lawrence S. Feldman Dr. Wilbert “Tee” Holloway
Dr. Martin Karp Ms. Lubby Navarro
Ms. Raquel A. Regalado Dr. Marta Pérez Wurtz
Mr. Logan Schroeder-Stephens, Student Advisor
Mr. Alberto M. Carvalho Superintendent of Schools
Gisela Feild Administrative Director
Assessment, Research, and Data Analysis
TABLE OF CONTENTS
Executive Summary ....................................................................................................................... iv
Introduction ......................................................................................................................................1
Methodology ....................................................................................................................................2
Design ..................................................................................................................................3
Population and Sampling .....................................................................................................3
Instrumentation ....................................................................................................................3
Data Analyses ......................................................................................................................5
Results ..............................................................................................................................................5
Discussion ......................................................................................................................................14
References ......................................................................................................................................16
Appendix A: Statistical Addendum ..............................................................................................17
Appendix B: Miami-Dade County Public Schools Individual Charter-School versus Matched
Traditional School Comparison Group Student Achievement Results..........................................28
ii
LIST OF TABLES
Table 1: Achievement Test Administration by Grade ................................................................4
Table 2: Results of Meta-Analyses Comparing the Performance of Students in Charter
Schools with Matched Comparisons in Traditional Schools ........................................6
Table A1: Accuracy of the Matching Process for the School-Level Variables ..........................19
Table A2: Regression Analysis of the Effect of Demographic Characteristics on the
Reading/English Language Arts Posttest ..................................................................21
Table A3 Regression Analysis of the Effect of Demographic Characteristics on the
Mathematics Posttest (Grades 1-8) .............................................................................23
Table A4 Regression Analysis of the Effect of Demographic Characteristics on the
Mathematics Posttest (Grades 9-12) ...........................................................................24
iii
LIST OF FIGURES
Figure 1: Number of charter schools that operated in the district, 2001-02 to 2014-15 ..............1
Figure 2: Number of students enrolled in traditional and charter schools in the district,
2001-02 to 2014-15 ......................................................................................................2
Figure 3: Reading/English Language Arts error-bar plot of the charter schools with
names beginning in "A-L" .........................................................................................10
Figure 4: Reading/English Language Arts error-bar plot of the charter schools with
names beginning in "M-Z" ........................................................................................11
Figure 5: Mathematics error-bar plot of the charter schools with names
beginning in "A-L" ....................................................................................................12
Figure 6: Mathematics error-bar plot of the charter schools with names
beginning in "M-Z" ...................................................................................................13
Figure A1: Reading/English Language Arts pre- post- standardized regression coefficients
by grade ......................................................................................................................25
Figure A2: Mathematics pre- post- standardized regression coefficients by grade ......................26
iv
EXECUTIVE SUMMARY
An annual review of all charter schools sponsored by Miami-Dade County Public Schools (M-
DCPS) was conducted pursuant to the requirements of School Board Policy 9800 - Charter
Schools. The academic achievement of students attending the various charter schools was
compared with that of students attending traditional schools in M-DCPS.
Comparison groups of students not attending charter schools were identified for each charter
school in Reading/English Language Arts and Mathematics. The analysis took into account
students’ initial subject area knowledge and compared demographically similar students. Impact
scores for each student were produced using estimates of the fixed effects of demographics and
initial achievement on students' posttest scores, which were aggregated, and then converted into
effect sizes to allow for direct comparison across grade levels. The effect sizes in each subject area
were then summarized and the dispersion within them used to gauge the statistical significance of
difference between the between the charter schools and the traditional school comparison group.
The Reading/English Language Arts scores of Grade 1 – 10 students and the Mathematics scores
of Grade 1 – 11 students who attended the 127 charter schools that operated in the M-DCPS in
2014-15 were analyzed: Grade-level comparisons of the groups' impact scores conducted at each
grade resulted in 454 comparisons in Reading/English Language Arts at 113 schools and 569
comparisons in Mathematics at 110 schools. Meta-analyses of the results produced separate
school-level summaries for each subject area.
In Reading/English Language Arts, 57.5% of the charter schools had results that were not
significantly different from the traditional school comparison group, while 23.9% had results
that were significantly lower, and 18.6% had results that were significantly higher.
In Mathematics, 57.3% of the charter schools had results that were not significantly different
than the traditional school comparison group, while 19.1% had results that were significantly
lower, and 23.6% had results that were significantly higher.
Of the 110 charter schools with sufficient data in both subject areas to be included in the analysis,
12.7% had results that were significantly lower than the traditional school comparison group in
both subject areas. Only 8.2% of the charter schools had results that were significantly higher in
both.
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 1
INTRODUCTION
This report is produced to satisfy the requirements of School Board Policy 9800 - Charter Schools,
which calls for an annual review of all charter schools sponsored by Miami-Dade County Public
Schools. Each charter school is required to prepare and submit an annual report documenting their
school’s accomplishments. In addition to issues of compliance, the rule also calls for annual
assessments of the effectiveness of individual charter schools and the program as a whole.
Charter schools, which are the most popular choice option for students, receive public funding and
operate under the auspices of the public schools, but are managed privately and supply their own
facilities (Kennedy, 2007). The number of charter schools that operate within the district has
increased steadily over the years, and, in doing so, has drawn an increasingly larger share of the
district’s students. Figure 1 compares the number of charter schools that operated within the district
from 2001-02 to 2014-15.
Figure 1. Number of charter schools1 that operated in the district, 2001-02 to 2014-15
Figure 1 shows that the number of charter schools has increased seven-fold over the last fifteen
years. Figure 2 shows student enrollment at the traditional (green) and charter schools (red) that
operated within the district from 2001-02 to 2014-15.
1 Includes alternative and virtual.
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 2
Figure 2. Number of students enrolled in traditional and charter schools in the district, 2001-02 to
2014-15
Figure 2 shows that during the same time period, student enrollment at charter schools has
increased nearly ten-fold, while traditional school enrollment has decreased by nearly one-fifth.
Nearly one in six of the district's students attended charter schools during 2014-15.
METHODOLOGY
The report describes the results of academic performance analyses that were used to compare the
achievement of students attending charter schools with that of students attending traditional public
schools in M-DCPS. The results are presented in a table, which summarizes the differences in
performance between students who attend charter schools and their counterparts who attend
traditional M-DCPS schools. Individual tables for each charter school are also presented in
Appendix B.
The methodology used (a) incorporates all comparisons with a sufficient number of cases,
regardless of their significance; (b) accounts for the magnitude and sign of comparisons, rather
than tabulate positive and negative ones; (c) utilizes optimized balance matching; and (d)
incorporates geographic location.
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 3
Design
A non-equivalent control group quasi-experimental design (Campbell & Stanley, 1963) was used
to compare the performance of students who attended the charter schools with those of a
comparison group of students who attended traditional public schools. The groups are considered
to be non-equivalent because the participants were not randomly assigned to the groups, as would
be the case in a true experiment (Campbell & Stanley).
Population and Sampling
The population for this study consisted of students in Grades 1 through 11 who were enrolled in
the same school during the October 2014 and February 2015 student counts to ensure that exposure
to the educational programs in their school was sufficient to have impacted their achievement.
Comparison groups for each subject area were selected for the students who attended the charter
schools and had valid pre- and post- test scores in Reading/English Language Arts and
Mathematics. The comparison groups were defined through stratified random sampling of students
not attending charter schools by matching each charter school student to a non-charter school
student in the district, based on their pretest scores, individual-level and school-level demographic
variables, and geographic location. Student-level variables included grade, gender, ethnic group,
Free/Reduced Price Lunch status, English language learner status, special education status, and
age relative to grade status. School-level variables included the percentages of the schools’
students who were eligible for the Free/Reduced Price Lunch program, black, Hispanic, who
scored at achievement level 3-5 in Reading on the 2014 administration of the FCAT 2.0, and
geographic location in latitude and longitude.
Only students who had complete demographic data and had pre- and post- test scores at
consecutive grade levels were included in the analysis. A detailed description of the comparison-
group selection process may be found in Appendix A.
Instrumentation
The results of six different achievement measures were used in this analysis: (a) the Stanford
Achievement Test, Tenth Edition (SAT-10), (b) the Florida Comprehensive Assessment Test 2.0
(FCAT 2.0), (c) the Florida Standards Assessment (FSA), (d) the Algebra 1 End-of-Course Test,
(e) the Geometry End-of Course Test, and (f) the Algebra 2 End-of-Course Test. The measures
were administered during the years and to the grades indicated in Table 1, which separately lists
for each posttest (2015) grade, the pre and posttest for Reading/English Language Arts and
Mathematics of the students included in this analysis.
The SAT-10 is a standardized norm-referenced test designed to measure students’ performance in
comparison to a national normative sample. Students’ performance is measured in scale scores that
are equal units of achievement that vertically align across grades, are amenable to mathematical
manipulation, and specifically designed to compare individuals and groups. The SAT-10 is
administered locally to all students in grades K-2 during the spring of each school year. The FCAT
2.0, a criterion referenced test designed to measure the state’s Next Generation Sunshine State
Standards (NGSSS), was (prior to 2015) the primary accountability measure used by the state of
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 4
Florida. It was administered statewide to students in Reading/English Language Arts (Grades 3
through 10) and Mathematics (Grades 3-8) during April of 2014. Students’ performance on FCAT
2.0 is measured in scale scores (i.e., equal units of achievement amenable to mathematical
manipulation and specifically designed to compare individuals and groups) and reported in
achievement levels that range from 1 (low) to 5 (high).The FSA, a criterion referenced test
designed to measure the state’s new Florida Standards, is the primary accountability measure used
by the state of Florida. The Baseline version of the test was administered statewide to students in
English/Language Arts (Grades 3 through 10) and Mathematics (Grades 3-8) during March-April
of 2015. Standard setting, during which achievement levels and scaling parameters are determine
was conducted from the summer through the fall of 2015. Students’ performance on the FSA is
presently measured in t-scores (i.e., equal units of achievement amenable to mathematical
manipulation and specifically designed to compare individuals and groups within the same level
of the test) that range from 20 (low) to 80 (high) and will, after the standard setting process is
completed, be reported in achievement levels that range from 1 (low) to 5 (high). An achievement
level of 3 or higher will constitute the statewide standard for proficiency.
Table 1
Achievement Test Administration by Grade
Reading/English Language Arts Mathematics
Grade
(2015) Pretest (2014) Posttest (2015) Pretest (2014) Posttest (2015)
1 SAT-10 SAT-10 SAT-10 SAT-10
2 SAT-10 SAT-10 SAT-10 SAT-10
3 SAT-10 FSA/ELA SAT-10 FSA/MATH
4 FCAT2.0 FSA/ELA FCAT2.0 FSA/MATH
5 FCAT2.0 FSA/ELA FCAT2.0 FSA/MATH
6 FCAT2.0 FSA/ELA FCAT2.0 FSA/MATH
7 FCAT2.0 FSA/ELA FCAT2.0 FSA/MATH
7a FCAT2.0 FSA/ELA FCAT2.0 Algebra 1 EOC
8 FCAT2.0 FSA/ELA FCAT2.0 FSA/MATH
8a FCAT2.0 FSA/ELA FCAT2.0 Algebra 1 EOC
8b FCAT2.0 FSA/ELA FCAT2.0d Geometry EOC
9a FCAT2.0 FSA/ELA FCAT2.0 Algebra 1 EOC
9b FCAT2.0 FSA/ELA FCAT2.0d Geometry EOC
9c FCAT2.0 FSA/ELA Algebra 1 EOC Algebra 2 EOC
10b FCAT2.0 FSA/ELA FCAT2.0d Geometry EOC
10c FCAT2.0 FSA/ELA Algebra 1 EOC Algebra 2 EOC
11c -- -- Algebra 1 EOC Algebra 2 EOC
Note. The achievement tests listed above were administered to students during spring of the years indicated. Grades followed by
superscripts are used to identify groups of students who participated in End of Course mathematics assessments when more than
one statewide mathematics assessment was administered. All End of Course examinations administered in 2015 are Baseline
Assessments under the new Florida Standards. aAlgebra 1. bGeometry. cAlgebra 2. dThe test administered in 2013 to the grade two less than the posttest grade (2015) is used as
a pretest (Algebra 1 EOC) or covariate (FCAT 2.0) in this analysis because it is more highly correlated to the posttest than the
sequentially administered mathematics test: first (Algebra 1), second (Geometry), and third (Algebra 2).
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 5
The Algebra 1, Geometry, and Algebra 2 EOC exams are computer-based subject area tests that
measure students’ mastery of the Florida Standards in Algebra 1, Geometry, and Algebra 2
respectively or equivalent courses. The Baseline version of the EOC tests were administered
statewide in May 2015 and contain multiple choice items. Results are presently reported in t-scores
that range from 20 (low) to 80 (high). After standard setting they will also be reported in
achievement levels that range from 1 (low) to 5 (high). An achievement level of 3 or higher will
constitute the statewide standard for proficiency.
Data Analyses
Regression analyses conducted separately in Reading/English Language Arts and Mathematics at
each grade were used to estimate the "fixed effects" of each student's demographic characteristics
and baseline achievement on their posttest scores, and to create "expected scores" that represented
the posttest scores they were predicted to attain. An "impact score" equal to the difference between
each student's posttest and their expected score was then produced for each student that represent
the amount of achievement that was attained over and above what was expected.
Fixed effects for the demographic characteristics (i.e., gender, ethnicity, Free/Reduced Price
Lunch eligibility, English Language Learner status, special education status, over age for grade
status; and the socioeconomic, ethnic, and Reading proficiency distribution of the school's
students) were estimated for each grade within each subject area, based on the entire charter school
and comparison group. Fixed effects for baseline achievement as measured by the pretest were
estimated separately by grade within subject area for each individual charter school and
corresponding comparison group.
Then, the differences in the groups’ mean impact scores were converted into standardized d effect
size statistics, in order to provide measures of practical significance, and to make the differences
comparable from grade to grade. A confidence interval (CI), which indicates the range of values
within which the true value of d is expected to lie, was also estimated.
Finally, a meta-analysis, which is used to aggregate estimates from various sources, was conducted
to summarize the effect sizes across all the grades within each school. Independent sample t
statistics were also computed to indicate if the differences in the groups’ impact scores were larger
than would be expected by chance, and to enable comparison with evaluations conducted in earlier
years. An explanation and detailed description of this process is found in Appendix A.
RESULTS
Of the 127 charter schools that operated in the district during the 2014-15 school year, 124 served
at least one of the tested grades. Of the 42,528 first through tenth grade students that attended those
schools in October and February of 2014-15, the inclusion criteria of ten students per group were
met in Reading/English Language Arts by 92.2% (39,204) of the students at 113 schools. Of the
45,589 first through eleventh grade students that attended those schools in October and February
of 2014-15, the inclusion criteria were met in Mathematics by 85.0% (38,762) of the students at
110 schools.
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 6
Grade-level comparisons of the groups' impact scores conducted at each grade for each outcome
measure administered to ten or more students, in charter schools that tested as many as 11 separate
grade/test levels, resulted in 454 comparisons in Reading/English Language Arts and 569
comparisons in Mathematics. Over 73.1% of the Reading/English Language Arts comparisons and
64.1% of the Mathematics comparisons were not statistically significant, indicating that in the
majority of cases, the grade-level performance of students within the charter schools was similar
to that of the students drawn from the traditional schools. As the grade-level comparisons were not
independent, but were grouped within specific charter schools, separate meta-analyses conducted
in Reading/English Language Arts and Mathematics were used to combine the grade-level results
for each charter school into summary statistics.
Each grade-level comparison was converted to an effect size estimate for which a 95% confidence
interval (CI) was computed. The CI gives the range of values within which the true effect size is
expected to lie. Then, the results for each charter school were summarized by computing a school-
level (i.e., weighted average) effect size and CI that represented all the grade-level comparisons
within that school. The weights are based on the variability of the scores within each individual
grade-level comparison. Table 2 presents a summary of the findings and lists for each charter
school, the total number of grade-level comparisons made, the total number of students, and a
"grand" (school-level) effect-size of the group difference followed by the upper and lower limits
of its 95% CI. Detailed results for each charter school are also presented in Appendix B.
Table 2
Results of Meta-Analyses Comparing the Performance of Students Attending Charter Schools with Matched
Comparisons Attending Traditional Schools
Reading/English Language Arts Mathematics
Grand Effect Size/ Grand Effect Size/
Confidence Interval Confidence Interval
Grades/ Grades/
School (Work Location) Tests Students dlower d dupper Tests Students dlower d dupper
ACAD. ARTS & MINDS (7022) - 2 238 0.02 0.28 0.53 5 284 -0.03 0.21 0.44
ACADEMIR WEST (0410) - 5 1,050 -0.13 -0.01 0.12 5 1,050 -0.14 -0.02 0.11
ACADEMIR CHAR. MIDDLE (6082) - 3 382 0.09 0.30 0.50 4 364 0.26 0.48 0.70
ADVANCED LEARN. (1014) - 7 836 -0.01 0.13 0.27 6 824 0.05 0.19 0.33
ADVANTAGE ACAD. SANTA FE (3025) - 5 472 -0.07 0.11 0.29 5 472 -0.19 -0.01 0.18
ADVANTAGE ACAD. SO. (3032) - 3 660 -0.03 0.12 0.28 4 622 -0.27 -0.12 0.04
ADVANTAGE ACAD. SO. H.S. (7032) - 2 334 -0.12 0.10 0.31 4 368 -0.42 -0.22 -0.01
ALPHA CHAR. OF EXCELENCE (5410) - 5 378 0.50 0.71 0.92 5 378 -0.05 0.16 0.36
ARCHIMEDEAN ACAD. (0510) - 5 964 -0.24 -0.11 0.02 5 962 -0.12 0.01 0.13
ARCHIMEDEAN MIDD. CONS. (6006) - 3 626 -0.09 0.07 0.22 5 622 -0.03 0.13 0.29
ARCHIMEDEAN UPT. CONS. (7265) - 2 306 -0.22 0.00 0.23 2 110 -0.27 0.10 0.48
ASPIRA E.M. DE HOSTOS (6070) - 3 816 -0.33 -0.19 -0.06 4 814 -0.22 -0.08 0.05
ASPIRA SO. YOUTH LEAD. (6060) - 3 478 -0.09 0.09 0.27 4 466 -0.11 0.07 0.26
ASPIRA YOUTH LEAD. (6020) - 3 1,106 -0.48 -0.36 -0.24 4 1,098 -0.37 -0.25 -0.14
AVENTURA CITY EXCEL. (0950) - 8 1,716 -0.27 -0.17 -0.08 11 1,692 -0.32 -0.22 -0.12
BEN GAMLA (5022) - 8 404 -0.05 0.15 0.35 8 362 -0.11 0.09 0.28
BRIDGEPOINT ACAD. "B" (2013) - 5 448 -0.10 0.08 0.27 5 450 -0.23 -0.05 0.14
(table continues)
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 7
Table 2, continued
Reading/English Language Arts Mathematics
Grand Effect Size/ Grand Effect Size/
Confidence Interval Confidence Interval
Grades/ Grades/
School (Work Location) Tests Students dlower d dupper Tests Students dlower d dupper
BRIDGEPOINT ACAD. (2003) - 7 614 -0.18 -0.02 0.14 7 616 -0.27 -0.11 0.05
BRIDGEPOINT ACAD. (5020) - 6 218 -0.43 -0.15 0.13 5 204 -0.40 -0.12 0.16
BRIDGEPOINT ACAD. VA. GDNS. (3034) - 5 276 -0.64 -0.40 -0.16 5 276 -0.55 -0.31 -0.07
CHAR. H.S. OF AMERICAS (7080) - 2 136 -0.32 0.02 0.36 3 100 -0.40 0.01 0.41
CITY OF HIALEAH EDU. ACAD. (7262) - 5 772 -0.13 0.01 0.15 10 872 0.02 0.15 0.29
CORAL REEF MONT. ACAD. (0070) - 8 676 -0.05 0.10 0.25 8 632 -0.22 -0.06 0.09
DOCTOR'S CHARTER (6040) - 5 842 -0.03 0.11 0.24 9 896 0.18 0.32 0.45
DORAL ACAD. (3030) - 5 1,932 -0.16 -0.07 0.02 5 1,928 -0.08 0.00 0.09
DORAL ACAD. H.S. (7020) - 2 1,616 -0.31 -0.21 -0.11 6 1,768 0.16 0.25 0.35
DORAL ACAD. MID. (6030) - 3 2,328 -0.14 -0.06 0.02 6 2,314 -0.13 -0.05 0.03
DORAL ACAD. OF TECH. (3029) - 3 362 -0.14 0.06 0.27 5 318 0.03 0.26 0.48
DORAL PERF. ARTS & ENT. (7009) - 2 296 -0.64 -0.41 -0.18 6 348 -0.12 0.08 0.29
DOWNTOWN MIAMI (3600) - 6 984 0.10 0.22 0.35 6 982 0.00 0.13 0.26
EVERGLADES PREP (7060) - 2 498 -0.31 -0.13 0.04 6 526 0.07 0.24 0.41
EXCELSIOR ACAD. (5032) - 9 402 -0.20 0.00 0.19 8 362 -0.37 -0.16 0.05
EXCELSIOR LANG. ACAD. HIA. (5029) - 8 360 -0.10 0.11 0.32 8 358 -0.10 0.12 0.33
FLA. INT'L ACAD. (6010) - 3 548 -0.26 -0.09 0.08 5 534 0.13 0.31 0.48
FRANKLIN ACAD. B. (5044) - 8 684 -0.06 0.09 0.24 9 682 -0.11 0.04 0.20
GIBSON (2060) - 8 370 0.08 0.28 0.49 9 362 -0.20 0.01 0.21
IMAGINE SCHOOL AT DADE (5006) - 3 958 -0.04 0.09 0.21 5 928 0.06 0.19 0.32
IMATER ACAD. (5384) - 5 784 -0.16 -0.02 0.12 5 786 -0.28 -0.14 0.00
IMATER ACAD. MIDD. (6014) - 3 1,412 0.01 0.11 0.22 4 1,398 0.15 0.25 0.36
IMATER PREP ACAD. H.S. (7090) - 2 580 -0.04 0.13 0.29 4 550 0.08 0.25 0.42
INT'L STUD. CHAR. (6045) - 3 520 0.01 0.18 0.36 5 506 -0.25 -0.07 0.11
INT'L STUD. CHAR. H.S. (7007) - 2 332 -0.33 -0.12 0.10 5 322 -0.21 0.01 0.23
ITECH @THOMAS A. EDISON EDU. (7005) - 1 182 0.03 0.32 0.61 2 176 -0.19 0.11 0.41
JUST ARTS & MGT. (6083) - 1 190 -0.19 0.10 0.38 1 190 0.35 0.64 0.93
KEYS GATE H.S. (7050) - 2 1,076 -0.19 -0.07 0.05 6 1,282 0.18 0.29 0.40
KEYS GATE (3610) - 8 3,670 -0.11 -0.05 0.02 11 3,634 -0.15 -0.09 -0.02
LIFE SKILLS CNTR NW. MIA. (7066) - 2 200 -0.71 -0.43 -0.15 4 230 -0.44 -0.18 0.07
LIFE SKILLS CNTR. MIA. (7015) - 1 24 -1.75 -0.91 -0.06 -- -- -- -- --
LINCOLN MARTI LEI. CIT. (5043) - 6 426 0.16 0.36 0.55 5 416 -0.10 0.09 0.29
LINCOLN-MARTI LIT. HAV. (5025) - 8 1,034 -0.52 -0.40 -0.27 8 1,034 -0.44 -0.32 -0.20
LINCOLN-MARTI HIA. (5007) - 8 528 0.12 0.29 0.47 9 508 0.38 0.56 0.74
MATER ACAD. (0100) - 5 1,464 -0.27 -0.17 -0.07 5 1,462 -0.30 -0.19 -0.09
MATER ACAD. AT MT. SINAI (5054) - 5 176 -0.24 0.08 0.39 4 158 -0.79 -0.48 -0.16
MATER ACAD. EA. (3100) - 5 918 -0.24 -0.11 0.02 5 918 -0.03 0.10 0.23
MATER ACAD. EA. H.S. (7037) - 2 388 -0.39 -0.19 0.00 3 264 -0.39 -0.14 0.10
MATER ACAD. H.S. (7160) - 2 1,758 -0.29 -0.20 -0.11 4 1,628 -0.09 0.00 0.10
MATER ACAD. H.S. INT'L STUD. (7024) - 1 40 -0.25 0.37 1.00 1 32 -0.20 0.50 1.21
MATER ACAD. INT'L. STUD. . (1017) - 5 862 -0.31 -0.18 -0.04 5 860 -0.22 -0.08 0.05
MATER ACAD. LKS. MID. (6033) - 3 1,572 -0.16 -0.06 0.03 5 1,562 -0.21 -0.11 -0.01
MATER ACAD. MID. (6012) - 3 2,574 -0.08 0.00 0.08 5 2,566 -0.04 0.04 0.12
MATER ACAD. MID. INT'L STUD. (6047) - 4 364 0.30 0.51 0.72 5 364 0.35 0.56 0.78
MATER ACAD.LKS. H.S. (7018) - 2 1,210 -0.20 -0.08 0.03 6 1,348 -0.11 0.00 0.10
MATER EA. ACAD. MID. (6009) - 3 632 -0.22 -0.07 0.09 5 616 -0.16 0.00 0.16
MATER GDNS. ACAD. (0312) - 5 944 -0.38 -0.26 -0.13 5 944 -0.13 0.00 0.12
MATER GDNS. ACAD. MID. (6042) - 3 426 -0.46 -0.27 -0.08 5 426 0.11 0.30 0.49
MATER GROVE ACAD. (5045) - 8 316 -0.09 0.13 0.35 8 298 -0.38 -0.15 0.08
MATER PERF. ARTS & ENT. (7014) - 2 340 -0.50 -0.28 -0.07 4 220 -0.42 -0.15 0.11
(table continues)
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 8
Table 2, continued
Reading/English Arts Mathematics
Grand Effect Size/ Grand Effect Size/
Confidence Interval Confidence Interval
Grades/ Grades/
School (Work Location) Tests Students dlower d dupper Tests Students dlower d dupper
MATER PREP ACAD. H.S. (7025) - 1 50 -0.41 0.15 0.71 1 48 -0.26 0.31 0.88
MATER PREP. ACAD (5046) - 8 284 -0.16 0.07 0.31 8 276 0.05 0.29 0.53
MATER VILL. ACAD. (5047) - 8 836 -0.02 0.12 0.25 8 832 0.07 0.21 0.34
MAVERICKS H.S. NO. (7062) - 2 46 -0.42 0.22 0.86 -- 10 -1.27 -0.38 0.50
MAVERICKS H.S. SO. (7065) - 2 78 -0.62 -0.14 0.34 -- -- -- -- --
MIAMI ARTS (7059) - 5 1,788 -0.27 -0.18 -0.09 11 1,738 -0.06 0.03 0.13
MIAMI CHILDREN'S (4000) - 5 480 -0.20 -0.02 0.16 5 478 -0.36 -0.18 0.00
MIAMI COMMUNITY (0102) - 5 830 0.01 0.15 0.29 5 830 0.08 0.22 0.36
MIAMI COMMUNITY H.S. (7058) - 2 282 0.18 0.41 0.65 3 248 -0.15 0.10 0.35
MIAMI COMMUNITY MID. (6048) - 3 530 -0.24 -0.06 0.11 5 522 -0.44 -0.27 -0.10
OXFORD ACAD. OF MIAMI (5010) - 8 182 -0.36 -0.01 0.35 4 124 -0.51 -0.15 0.21
PINECREST ACAD. (6022) - 3 1,002 -0.33 -0.20 -0.08 6 994 -0.39 -0.27 -0.14
PINECREST ACAD. SO. (0342) - 5 1,128 -0.19 -0.07 0.05 5 1,128 -0.23 -0.12 0.00
PINECREST ACAD. SPR. (5048) - 5 694 -0.59 -0.44 -0.29 5 690 -0.38 -0.23 -0.08
PINECREST COVE ACAD. (5049) - 8 1,308 -0.28 -0.17 -0.07 9 1,308 -0.31 -0.20 -0.10
PINECREST PREP. ACAD. (0600) - 5 1,016 -0.32 -0.20 -0.07 5 1,020 -0.50 -0.38 -0.25
PINECREST PREP. ACAD. (7053) - 2 508 -0.12 0.05 0.23 6 618 -0.28 -0.12 0.03
PINECREST SPR. ACAD. (6003) - 1 44 -0.04 0.56 1.16 1 44 1.07 1.77 2.48
RAMZ ACAD. MIA. (3035) - 5 268 0.06 0.30 0.54 5 268 -0.21 0.03 0.28
RENAISSANCE ELEM. (0400) - 5 1,410 -0.21 -0.11 -0.00 5 1,408 -0.25 -0.14 -0.04
RENAISSANCE MID. (6028) - 3 784 -0.18 -0.04 0.10 4 784 -0.19 -0.05 0.09
RICHARD ALLEN LEAD. ACAD. (2006) - 5 62 -1.57 -0.67 0.24 -- -- -- -- --
SOMERSET ACAD BAY MIDD. (6128) - 2 78 0.16 0.62 1.08 2 76 -0.60 -0.14 0.31
SOMERSET ACAD PREP. H.S. (7034) - 2 112 -0.51 -0.14 0.23 4 100 -0.20 0.16 0.52
SOMERSET ACAD. H.S. (7038) - 2 60 -0.28 0.23 0.74 1 24 -0.21 0.61 1.43
SOMERSET ACAD. (0339) - 5 702 -0.31 -0.16 -0.01 5 702 -0.09 0.06 0.21
SOMERSET ACAD. (0520) - 5 940 -0.35 -0.23 -0.10 5 940 -0.28 -0.15 -0.02
SOMERSET ACAD. BAY (5062) - 5 358 -0.61 -0.40 -0.19 5 358 -0.56 -0.35 -0.14
SOMERSET ACAD. ELEM. (2007) - 5 774 -0.23 -0.09 0.06 5 774 -0.10 0.04 0.18
SOMERSET ACAD. H.S. (7042) - 2 348 -0.13 0.08 0.29 4 422 0.00 0.19 0.38
SOMERSET ACAD. MIA. (6004) - 3 388 0.02 0.22 0.42 4 344 -0.38 -0.16 0.05
SOMERSET ACAD. MID. (6013) - 3 388 -0.18 0.02 0.22 5 388 -0.03 0.17 0.37
SOMERSET ACAD. MID. (6053) - 3 290 -0.57 -0.34 -0.11 3 290 -0.44 -0.21 0.02
SOMERSET ACAD. MID. COU. (6043) - 1 68 0.60 1.11 1.62 1 68 0.77 1.29 1.82
SOMERSET ACAD. SIL. LAK. (0332) - 6 1,178 0.03 0.15 0.26 9 1,176 -0.07 0.05 0.16
SOMERSET ARTS ACAD. (2012) - 5 556 -0.01 0.15 0.32 5 558 -0.25 -0.08 0.08
SOMERSET GRACE ACAD. (5008) - 6 548 -0.23 -0.05 0.12 5 540 -0.35 -0.18 -0.01
SOMERSET OAKS ACAD. (3033) - 6 304 0.21 0.44 0.67 5 294 0.21 0.45 0.68
SOMERSET PREP. ACAD. (4012) - 5 996 -0.28 -0.16 -0.03 5 996 -0.29 -0.17 -0.04
SPORTS LEAD. & MGMT MIDD. (6015) - 3 1,038 -0.36 -0.24 -0.11 5 922 -0.32 -0.19 -0.06
SPORTS LEAD.MIA. (7016) - 2 438 -0.12 0.07 0.25 2 154 -0.25 0.07 0.38
SUMMERVILLE ADVANT. ACAD. (0072) - 5 836 -0.09 0.05 0.19 5 836 0.23 0.37 0.51
THE SEED SCHOOL OF MIAMI (6018) - 1 96 0.27 0.68 1.09 1 96 -0.36 0.04 0.44
WATERSTONE (1010) - 5 1,798 0.01 0.11 0.20 5 1,792 0.05 0.14 0.23
YOUTH CO-OP (1020) - 8 1,246 -0.18 -0.07 0.04 10 1,204 -0.34 -0.22 -0.11
YOUTH CO-OP PREP. (7070) - 2 202 -0.38 -0.10 0.18 4 270 0.16 0.40 0.65
Note. The confidence interval for each school gives the variability in the true value of the effect size due to changes in the sign and magnitude of the by grade comparisons
within that school. Light shading (green) represents performance that is significantly higher than that of the comparison group, dark shading (red) represents performance
that is significantly lower than that of the comparison group. Unshaded cells represent performance that is not significantly different than that of the comparison group.
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 9
The signs of each CI’s upper and lower limits indicate how the charter school’s performance
compared with that of the traditional school comparison group in a given subject area. CIs that do
not cross zero have upper and lower limits with the same sign. If both signs are positive (light
shaded green), the charter school’s performance exceeds that of the comparison group. If both
signs are negative (dark shaded red), the charter school's performance trails the comparison group.
Signs that differ indicate that the charter school’s performance does not significantly differ from
that of the comparison group.
For example, in Reading/English Language Arts, Academy of Arts & Minds has a lower CI limit
(d lower = 0.02) and an upper CI limit (d upper = 0.53) that are both positive; therefore, its mean impact
score exceeds the comparison group's. In contrast, in Mathematics, Academy of Arts & Minds has
a lower CI limit that is negative (d lower = -0.03) and an upper CI limit that is positive (d upper =
0.44); therefore, its CI passes through zero and its mean impact score does not significantly differ
from the comparison group's. Finally, in Mathematics, Advantage Academy So. H.S., has a lower
CI limit (d lower = -0.42) and an upper CI limit (d upper = -0.01) that are both negative; therefore, its
mean impact score trails the comparison group's.
The results in the table are also depicted graphically in Figures 3 and 4 for Reading/English
Language Arts and Figures 5 and 6 for Mathematics in the form of error-bar plots, in which the
effect size estimates and CIs of the estimates are displayed on the vertical (y) axis for each school,
which appears as a separate point on the horizontal (x) axis. These types of plots are ideal for
portraying the results for each school as well as providing a holistic view of the charter schools’
performance.
Also shown in the figures are blue confidence intervals (CIs), which give the variability of the
each charter school’s performance and the statistical significance of the extent to which that
performance differs from that of the comparison group. A school with a CI passing through the
horizontal axis (zero difference) indicates there is no significant difference in the performance of
the charter school and the comparison group in the content area pictured. A CI completely above
the horizontal axis indicates that the performance of the charter school was significantly higher
than that of the comparison group. A CI completely below the horizontal axis indicates that the
performance of the charter school was significantly lower than that of the comparison group. A
wide CI band represents a high degree of variability and indicates that the impact scores of the
charter school’s students’ differ widely either between or within the grades. A narrow band
represents a low degree of variability and indicates that the impact scores of the charter school’s
students are highly consistent both between and the within grades.
Figure 3. Reading/English Language Arts error bar plot of the charter schools with names beginning in "A-L": Each square marker and spanning bar gives the results of a
comparison between the mean impact scores of students who attended each listed charter school with that of matched comparisons who attended traditional schools (n=51).
Figure 4. Reading/English Language Arts error bar plot of the charter schools with names beginning in "M-Z": Each square marker and spanning bar gives the results of a
comparison between the mean impact scores of students who attended each listed charter school with that of matched comparisons who attended tradtional school (n=62).
Figure 5. Mathematics error bar plot of the charter schools with names beginning in "A-L": Each square marker and spanning bar gives the results of a comparison between the mean
impact scores of students who attended each listed charter school with that of matched comparisons who attended traditional schools (n=50).
Figure 5. Mathematics error bar plot of the charter schools with names beginning in "M-Z": Each square marker and spanning bar gives the results of a comparison between the mean
impact scores of students who attended each listed charter school with that of matched comparisons who attended traditional schools (n=60).
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 14
A summary of the charter schools' overall performance is provided through an examination of the
grand effect sizes and confidence intervals of the individual charter schools in each subject area.
In Reading/English Language Arts, 57.5% of the charter schools had results that were not
significantly different from the traditional school comparison group, while 23.9% had results
that were significantly lower, and 18.6% had results that were significantly higher.
In Mathematics, 57.3% of the charter schools had results that were not significantly different
than the traditional school comparison group, while 19.1% had results that were significantly
lower, and 23.6% had results that were significantly higher.
Of the 110 charter schools with complete data, 12.7% had results that were significantly lower
than the traditional school comparison group in both subject areas. Only 8.2% of those schools had
results that were significantly higher in both.
DISCUSSION
The number of charter schools that operate within the District and the number of students who
attend them has increased steadily over the years. An annual review of all charter schools
sponsored by the district was conducted pursuant to the requirements of School Board Policy 9800
- Charter Schools. The academic achievement of students attending the various charter schools
was compared with that of students attending traditional schools in M-DCPS.
Comparison groups of students not attending charter schools were identified for each charter
school in Reading/English Language Arts and Mathematics by matching each charter school
student to all non-charter school students in the district based on their pretest scores, student-level
and school-level demographic variables, and geographic location. The analysis took into account
students’ initial subject area knowledge and compared demographically similar students.
The Reading/English Language Arts scores of 92.2% of the students in Grades 1-10, and the
Mathematics scores of 85.0% of the students in Grades 1 through 11 were analyzed. Grade-level
comparisons of the groups' impact scores conducted at each grade for each outcome measure
administered to ten or more students, in charter schools that tested as many as eleven separate
grade/test levels, resulted in 454 comparisons in Reading/English Language Arts at 113 schools
and 569 comparisons in Mathematics at 110 schools.
The results of the comparisons were converted to effect sizes and summarized through meta-
analyses conducted separately in Reading/English Language Arts and Mathematics. The findings
indicated that more than half of the charter schools performed no differently from the comparison
group in a given subject area.
Most charter schools did not produce significantly different achievement outcomes than the
traditional school comparison group in either Reading/English Language Arts or Mathematics.
Where significant differences were found, those in Reading/English Language Arts slightly
favored the traditional school comparison group, while those in Mathematics slightly favored the
charter schools.
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 15
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.
Miami-Dade County Public Schools Review of Charter Schools
Office of Program Evaluation Page 16
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 (2013). R: A language and environment for statistical computing. R
Foundation for Statistical Computing, Vienna, Austria: ISBN 3-900051-07-0. Retrieved,
May, 2 2013, from http://cran.cnr.berkeley.edu/bin/windows/base/R-3.0.0-win.exe
Mebane, W., & Sekhon, J.S. (2011) Generic optimization using derivatives: The Rgenoud
package for R. Journal of Statistical Software, 42(11), 1-26. Retrieved, July 14, 2009,
from http://sekhon.berkeley.edu/papers/MatchingJSS.pdf
Sekhon, J.S. (2011) Multivariate, and Propensity Score Matching Software with Automated
Balance Optimization: The Matching Package for R. Journal of Statistical Software,
42(7), 1-52. Retrieved, July 14, 2009, from
http://sekhon.berkeley.edu/papers/MatchingJSS.pdf
Tuckman, B.W. (1999). Conducting educational research. Belmont, CA: Wadsworth
Group/Thompson Learning.
Page 17
Appendix A
Statistical Addendum
Page 18
The following description of the methodology used to match the charter and comparison groups
and an analysis of the data that resulted is presented as an addendum to the methodology section
of this review.
Matching
Separate comparison groups for Reading/English Language Arts and Mathematics were created
by matching without replacement to each charter school student on baseline achievement, seven
student-level variables (i.e., female, black, Free/Reduced Price Lunch eligibility, over age for
grade status, and status as an English language learner, and Student with Disability or gifted), four
school-level variables based on all students (i.e., percent Black, eligible for Free/Reduced Price
Lunch, proficient in Reading, and White/Other), school location (i.e., latitude and longitude), and
an index of comparability produced from those variables.
The index of comparability used in the matching process was the natural logarithm of the expected
probability that a given student attended a charter school minus the natural logarithm of the
expected probability that the same student attended a traditional school. The index was estimated
using separate logistic regression procedures conducted at each grade, based on students'
individual demographic characteristics and baseline achievement, and their school's demographic
characteristics and geographic location.
Matching was conducted using Multivariate and Propensity Score Matching Software with
Automated Balance Optimization (Mebane & Sekhon, 2011; Sekhon, 2011) in R version 3.0.0 (R
Development Core Team, 2013), and yielded a balanced group of matched students for each
charter school, thereby overcoming one of the major limitations of matching charter schools to
traditional public schools, which often have different sized enrollments. Independent sample t-
tests within each grade level across schools were not statistically significant when conducted on
the individual-level variables, but were statistically significant when conducted on three of the four
the school-level variables (i.e., Black, Free/Reduced Price Lunch, Reading Proficiency, and
White/Other) at some grades.
The results of the latter comparisons are presented in Table A1, which lists for each grade and
outcome when multiple mathematics tests were administered, the number of school pairs, the t-
test results, and corresponding effect sizes for each of the school level matching variables, and
statistics describing the distance between the school pairs, with separate sub- tables for
Reading/English Language Arts and Mathematics.
Page 19
Table A1
Accuracy of the Matching Process for the School Level Variables
School
Pairs
Free/Reduced Price Lunch Reading Proficiency White/Other Distance
Grade t d t d t d M SD
Reading/English Language Arts Sample
1 474 -3.54 *** -0.16 3.83 *** 0.18 -1.52 -0.07 4.46 3.07
2 540 -4.19 *** -0.18 3.93 *** 0.17 -1.52 -0.07 4.72 3.20
3 478 -3.58 *** -0.16 3.83 *** 0.18 -1.36 -0.06 4.62 3.16
4 413 -3.47 *** -0.17 3.36 *** 0.17 -1.15 -0.06 4.67 3.14
5 388 -3.27 ** -0.17 3.54 *** 0.18 -0.87 -0.04 4.65 3.16
6 370 -2.17 * -0.11 2.15 * 0.11 0.78 0.04 4.60 3.50
7 355 -2.40 * -0.13 2.18 * 0.12 1.30 0.07 4.64 3.56
8 312 -2.42 * -0.14 1.92 0.11 1.31 0.07 4.66 3.68
9 125 -0.48 -0.04 2.52 * 0.23 -0.68 -0.06 3.58 2.76
10 135 -0.90 -0.08 2.50 * 0.22 -1.16 -0.10 3.38 2.74
Mathematics Sample
1 458 -9.93 *** -0.46 11.09 *** 0.52 -4.32 *** -0.20 4.42 3.09
2 513 -11.35 *** -0.50 10.84 *** 0.48 -4.48 *** -0.20 4.65 3.15
3 506 -10.31 *** -0.46 10.92 *** 0.49 -4.08 *** -0.18 4.67 3.18
4 435 -9.75 *** -0.47 9.41 *** 0.45 -3.49 *** -0.17 4.68 3.14
5 409 -9.59 *** -0.47 10.31 *** 0.51 -2.46 * -0.12 4.73 3.20
6 401 -7.56 *** -0.38 9.22 *** 0.46 1.48 0.07 4.77 3.54
7 398 -6.12 *** -0.31 8.60 *** 0.43 0.16 0.01 4.98 3.74
7a 111 -4.24 *** -0.40 2.61 ** 0.25 4.43 *** 0.42 5.78 4.30
8 301 -6.80 *** -0.39 8.26 *** 0.48 2.92 ** 0.17 5.26 4.46
8a 301 -3.62 *** -0.21 5.30 *** 0.31 0.67 0.04 5.45 3.85
8b 99 -4.47 *** -0.45 3.20 ** 0.32 4.39 *** 0.44 6.11 4.68
9a 124 -3.36 *** -0.30 10.15 *** 0.92 -3.01 ** -0.27 4.67 4.29
9b 107 -0.59 -0.06 8.70 *** 0.84 -1.87 -0.18 3.46 2.78
9c 51 -1.44 -0.20 2.98 ** 0.42 -0.20 -0.03 4.52 3.28
10b 94 -5.11 *** -0.53 7.61 *** 0.79 -2.96 ** -0.31 3.94 3.79
10c 69 -3.22 ** -0.39 6.08 *** 0.74 -3.36 *** -0.41 4.55 3.15
11c 120 -4.15 *** -0.38 7.37 *** 0.68 -3.14 ** -0.29 4.17 3.55
Note. Demographic and achievement variables are in percentage units, while distance is in miles. The degrees of freedom used in determining significance levels are two less than twice the number of school pairs. Cohen (1988) has classified practical significance of the effect size d as .20
(weak), .50 (moderate), and .80 (strong). Grades followed by superscripts are used to indicate groups of students who participated in End of
Course mathematics assessments when more than one statewide mathematics assessment was administered. aAlgebra 1. bGeometry. cAlgebra 2.
* p < .05. ** p < .01. *** p < .001.
The table shows the magnitude of the effect sizes of the differences between the matching variables
in Reading/English Language Arts to be weak. In Mathematics the magnitude of the effect sizes
of the differences was also weak except for Reading proficiency, which was weak to moderate
(grades 1-8) and moderate to strong (grades 9-11). The average distance in miles to the schools
from which the matches were drawn to range between 4.38 (grade 10 Reading/English Language
Arts) and 6.11 (grade 8 Geometry).
Page 20
Fixed Effects Estimates
Regression analyses conducted separately in Reading/English Language Arts and Mathematics at
each grade were used to estimate the "fixed effects" of each student's demographic characteristics
and baseline achievement on their posttest scores and to create "expected scores," that represented
the posttest scores they were predicted to attain. An "impact score" equal to the difference between
each student's posttest and their expected score was then produced for each student that represents
the amount of achievement they attained over and above what was expected.
Demographic Factors
Fixed effects for the demographic characteristics (i.e., gender, ethnicity, Free/Reduced Price
Lunch eligibility, English Language Learner status, special education participation, over age for
grade status; and the socioeconomic, ethnic, and Reading proficiency distribution of the school's
students) were estimated for each grade and outcome within each subject area, based on the entire
charter school and comparison group. Fixed effects for baseline achievement were estimated
separately for each grade and outcome within each subject area for each individual charter school
and corresponding comparison group.
The predictor weights that result give the influence of the predictors on the outcome of a one unit
change in the predictor. Categorical predictors were coded “1” to indicate membership in the listed
group or “0” otherwise. Predictors defined at the student-level included gender, ethnic group,
Free/Reduced Price Lunch eligibility, English language learner status, special education status
(i.e., Student with Disability or gifted), and over age relative to grade status. The predictors defined
at the school-level included the percentages of students who were eligible for the Free/Reduced
Price Lunch program, who were classified as black, or Hispanic, and who were proficient in
Reading/English Language Arts.
Table A2-A4 present the results of the regression analyses for Reading/English Language Arts and
Mathematics. The tables list for each effect the unstandardized and standardized predictor weights
for each posttest grade for the student and school level predictors. All student-level predictors are
dichotomous and all school level variables are continuous and expressed as deviations from their
sample mean values.
The intercept gives the value assumed by the posttest when all dichotomous predictors are zero
and all continuous predictors are their sample mean values. The unstandardized B coefficient for
each predictor varies with the unit of measurement is not directly comparable, and gives the impact
of a one-point change in that predictor on the posttest when both the predictor and the posttest are
in original units. As such, dichotomously coded predictor weights give the difference in the
posttest between the listed group coded “1” and the reference group coded “0.”
The standardized β coefficient for each predictor is scale invariant, directly comparable, and gives
the impact of a one-point change in that predictor on the posttest when both the predictor and the
posttest are in standard deviation units. The model R2 for each grade listed at the bottom of each
table is an effect size that classifies the proportion of variation in the posttest explained by the
predictors in the model. The practical significance R2, derived from f2 (Cohen, 1988), is .02 (weak),
.13 (moderate), and .26 (strong).
Page 21
Table A2
Regression Analysis of the Effect of Demographic Characteristics on the Reading/English Language Arts Posttest
Post Grade (2015)
1 2 3 4 5 6 7 8 9 10
Predictor B β B β B β B β B β B β B β B β B β B β
Intercept 588.49 627.42 54.33 54.33 53.92 53.22 53.99 53.06 54.80 54.75
Student
Ethnicity
Black -- -- -10.73 -0.07 -3.09 -0.09 -2.74 -0.08 -3.17 -0.09 -2.84 -0.10 -2.62 -0.09 -3.35 -0.12 -1.94 -0.06 -3.45 -0.10
White/Other 4.69 0.03 -- -- -- -- -- -- -- -- -- -- -- -- -- -- 0.88 0.02 0.80 0.02
English Language Learner
Current -10.16 -0.10 -18.03 -0.20 -6.84 -0.26 -6.33 -0.24 -6.88 -0.27 -8.57 -0.32 -9.02 -0.32 -9.09 -0.27 -10.31 -0.31 -10.91 -0.31
Former 42.00 0.08 18.94 0.15 1.38 0.07 -1.15 -0.05 -- -- -- -- -1.17 -0.03 -0.95 -0.02 -1.68 -0.03 -1.77 -0.03
Female 6.35 0.06 4.11 0.05 0.70 0.04 1.21 0.07 1.63 0.09 1.40 0.07 0.81 0.04 1.87 0.10 1.10 0.06 0.91 0.05
Free/Reduced Price Lunch -10.55 -0.10 -9.73 -0.11 -1.83 -0.10 -1.82 -0.10 -1.95 -0.11 -1.28 -0.06 -1.56 -0.07 -0.89 -0.04 -1.21 -0.06 -1.26 -0.06
Special Education
Gifted 27.62 0.08 32.04 0.18 7.12 0.22 7.28 0.25 7.60 0.26 6.13 0.21 7.24 0.25 7.13 0.25 6.90 0.24 6.99 0.21
Disabled -35.62 -0.12 -19.32 -0.07 -4.98 -0.09 -4.64 -0.09 -4.03 -0.09 -5.12 -0.11 -4.32 -0.10 -5.00 -0.11 -4.82 -0.11 -5.34 -0.12
Over age for grade -16.21 -0.05 -18.16 -0.08 -2.88 -0.07 -3.29 -0.09 -3.37 -0.10 -3.34 -0.11 -3.12 -0.10 -3.87 -0.14 -4.43 -0.16 -3.55 -0.14
School
Ethnicity
Black 0.13 0.03 -- -- -0.04 -0.05 -- -- -- -- -0.02 -0.06 -- -- -- -- -0.02 -0.04 -0.03 -0.04
White/Other -0.53 -0.11 -0.18 -0.05 -0.03 -0.04 -0.03 -0.04 -0.03 -0.04 -- -- -- -- -- -- -0.06 -0.05 -- --
Free/Reduced Price Lunch -0.20 -0.10 -- -- -- -- 0.02 0.05 0.02 0.05 -- -- -- -- -- -- -- -- 0.03 0.05
Reading Proficiency 0.72 0.23 0.52 0.20 0.11 0.19 0.14 0.25 0.15 0.25 0.13 0.23 0.15 0.25 0.14 0.24 0.15 0.27 0.15 0.28
N 7,736 7,950 7,764 6,748 6,510 9,674 9,548 9,388 6,884 6,206
R2 .17 .24 .30 .32 .35 .41 .42 .39 .40 .41
Note. The intercept is the value of the posttest when all the predictors are zero and the B (β) coefficient for each predictor is the impact of a one-point change in that predictor on the posttest when both the predictor and the
posttest are in original (standard deviation) units. The practical significance of R2, the proportion of variance in the posttest explained by the model, derived from f2 (Cohen, 1988), is .02 (weak), .13 (moderate), and .26
(strong). All student-level predictors are dichotomous and all school-level predictors are in percentage units expressed as deviations from their sample mean values. Cells displayed as dashes represent predictors that were not
entered into the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .05).
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,
black students are predicted to score 2.74 t-score points lower than the Hispanic student reference
group. Current English language learners are predicted to score 6.33 t-score points lower than non-
English language learners, while former English language learners are predicted to score 1.15 t-
score points lower, and female students are predicted to score 1.21 t-score points higher than male
students.
Moreover, students who are eligible for Free/Reduced Price Lunch are predicted to score 1.82 t-
score points lower than their non-eligible peers, and students classified as gifted are predicted to
score 7.28 t-score points higher than students not receiving special education services, while
disabled students are predicted to score 4.64 t-score points lower than students not receiving those
services. Finally, students who are over age for grade are predicted to score 3.29 t-score points
lower than students who are not.
At the school level, each one point increase above the sample mean in the percentage black
students at the school predicts a 0.03 t-score point decrease in the students' posttest scores, while
each one point increase above the sample mean in the percentage of white/other students predicts
a 0.02 t-score point increase. Moreover, each one point increase above the sample mean in the
percentage of the school's students who are eligible for free/reduced price lunch 0.02 points
decrease in the students' posttest scores, while each one point increase above the sample mean in
the percentage of the school’s students who are proficient in Reading predicts a 0.14 point increase
in the students’ posttest scores.
These relationships tend to be consistent across the grades with regard to sign but differ in
magnitude. This is because the scales of the different tests and or the variability within each grade
may differ. Therefore, it is necessary to examine the standardized coefficients to assess the relative
influence of the predictors. These coefficients have zero mean, unit standard deviation, and are
comparable to one another at the ratio level, both within and across grades, regardless of
instrument.
An examination of the standardized coefficients shows that the predictors have different influence
on the outcome as seen by looking down a given column with English language learner status and
gifted classification having similar but opposite influences and over age for grade, and disabled
classification having smaller but consistently negative effect. Looking across the rows one sees
that the influence of any given predictor tends to be quite similar across the grades, although the
effect of being over age for grade tends to worsen as students advance through the grades. Finally,
the model R2 which quantifies the proportion of variation in the posttest explained by the predictors
was found to be moderate at Grades 1 and 2 and strong at Grades 3 through 10. The effects of the
predictors on students' Mathematics posttest scores can be gleaned by examining the rows and
columns of Tables A3-A4.
Page 23
Table A3
Regression Analysis of the Effect of Demographic Characteristics on the Mathematics Posttest (Grades 1-8)
1 2 3 4 5 6 7 7a 8 8a 8b
Predictor B β B β B β B β B β B β B β B β B β B β B β
Intercept 539.90 540.22 42.95 32.89 29.08 29.52 37.69 31.68 39.64 38.55 42.70
Student
Ethnicity
Black -11.94 -0.07 -13.78 -0.08 -2.90 -0.08 -3.05 -0.08 -3.35 -0.09 -2.05 -0.07 -3.23 -0.12 -- -- -2.88 -0.11 -2.03 -0.06 -4.60 -0.15
White/Other -- -- -- -- -- -- -- -- -- -- 1.11 0.03 1.12 0.03 1.66 0.07 -- -- -- -- -- --
English Language Learner
Current -6.89 -0.08 -12.85 -0.14 -6.08 -0.22 -5.42 -0.19 -5.70 -0.21 -5.71 -0.21 -6.12 -0.23 -- -- -3.53 -0.12 -1.54 -0.04 -- --
Former 44.71 0.09 16.81 0.13 1.26 0.06 -0.58 -0.02 -- -- -- -- -- -- -- -- -- -- 3.10 0.05 5.10 0.09
Female -2.12 -0.02 -5.68 -0.07 -1.53 -0.08 -1.40 -0.07 -0.92 -0.05 -- -- -1.67 -0.09 -- -- -1.29 -0.06 -- -- -- --
Free/Reduced Price Lunch -8.80 -0.10 -8.38 -0.10 -1.85 -0.09 -2.11 -0.11 -1.84 -0.10 -1.62 -0.07 -1.99 -0.09 -1.57 -0.09 -- -- -1.29 -0.06 -1.24 -0.08
Special Education
Gifted 34.23 0.11 32.90 0.18 7.59 0.23 7.63 0.25 8.13 0.26 6.57 0.22 6.84 0.20 3.17 0.17 4.94 0.10 3.70 0.14 4.15 0.26
Disabled -26.42 -0.10 -20.66 -0.07 -5.20 -0.09 -3.33 -0.06 -3.45 -0.07 -4.46 -0.10 -4.04 -0.10 -- -- -3.77 -0.10 -- -- -- --
Over age for grade -10.92 -0.03 -16.46 -0.07 -3.94 -0.09 -4.10 -0.11 -4.15 -0.12 -3.30 -0.11 -3.28 -0.11 -3.95 -0.09 -2.93 -0.11 -2.70 -0.08 -- --
School
Ethnicity
Black -- -- -0.11 -0.03 -0.03 -0.04 -0.02 -0.03 0.02 0.04 -0.02 -0.04 -- -- -- -- 0.03 0.07 0.03 0.05 -- --
White/Other -0.38 -0.09 -0.16 -0.04 -0.05 -0.06 -- -- -0.03 -0.03 -- -- -- -- 0.05 0.06 -- -- -0.09 -0.08 -- --
Free/Reduced Price Lunch -0.14 -0.08 0.06 0.04 -- -- 0.05 0.12 0.03 0.08 0.02 0.05 -- -- -- -- -0.06 -0.12 -0.03 -0.06 -- --
Reading Proficiency 0.51 0.19 0.58 0.22 0.10 0.17 0.13 0.22 0.15 0.25 0.16 0.27 0.13 0.21 0.19 0.32 0.17 0.26 0.16 0.28 0.12 0.22
N 7,738 7,946 7,756 6,746 6,512 9,582 8,210 1,146 4,760 3,340 1,064
R2 .14 .20 .26 .26 .29 .33 .30 .25 .21 .15 .23
Note. The intercept is the value of the posttest when all the predictors are zero and the B (β) coefficient for each predictor is the impact of a one-point change in that predictor on the posttest when both the predictor and the
posttest are in original (standard deviation) units. The practical significance of R2, the proportion of variance in the posttest explained by the model, derived from f2 (Cohen, 1988), is .02 (weak), .13 (moderate), and .26
(strong). All student-level predictors are dichotomous and all school-level predictors are in percentage units expressed as deviations from their sample mean values. Cells displayed as dashes represent predictors that were not
entered into the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .05). Grades followed by superscripts are used to indicate groups of students who
participated in End of Course mathematics assessments when more than one statewide mathematics assessment was administered. aAlgebra 1. bGeometry. cAlgebra 2.
Page 24
Table A4
Regression Analysis of the Effect of Demographic Characteristics on the Mathematics Posttest (Grades 9-12)
9a 9b 9c 10b 10c 11c
Predictor B β B β B β B β B β B β
Intercept 21.65 36.76 32.45 28.09 16.03 1.07
Student
Ethnicity
Black -- -- -2.88 -0.09 -- -- -3.21 -0.10 -- -- -- --
White/Other -- -- -- -- -- -- -- -- -- -- -- --
English Language Learner
Current -3.66 -0.12 -4.99 -0.09 -- -- -3.45 -0.11 -7.64 -0.08 -4.47 -0.09
Former -- -- 1.80 0.04 -- -- 2.28 0.05 -- -- 3.49 0.05
Female -- -- -1.54 -0.09 -- -- -1.69 -0.09 -- -- -0.96 -0.04
Free/Reduced Price Lunch -- -- -1.54 -0.08 -1.73 -0.10 -- -- -- -- -1.30 -0.05
Special Education
Gifted 3.63 0.06 4.74 0.21 3.58 0.20 4.62 0.07 -- -- 4.83 0.07
Disabled -3.40 -0.08 -- -- -- -- -5.48 -0.15 -- -- -3.20 -0.06
Over age for grade -3.33 -0.12 -2.58 -0.08 -- -- -2.99 -0.13 -2.78 -0.07 -4.89 -0.14
School
Ethnicity
Black -0.04 -0.07 -- -- -0.09 -0.14 -- -- 0.09 0.09 -- --
White/Other -- -- -0.12 -0.10 -- -- -- -- -- -- 0.21 0.10
Free/Reduced Price Lunch -- -- -- -- -- -- -- -- -- -- 0.07 0.10
Reading Proficiency 0.22 0.31 0.16 0.33 0.18 0.37 0.16 0.28 0.26 0.38 0.23 0.29
N 3,658 2,172 488 2,878 1,270 2,940 R2 .18 .22 .29 .19 .16 .16 Note. The intercept is the value of the posttest when all the predictors are zero and the B (β) coefficient for each predictor is the impact of a one-point change in that predictor on the posttest when both the
predictor and the posttest are in original (standard deviation) units. The practical significance of R2, the proportion of variance in the posttest explained by the model, derived from f2 (Cohen, 1988) is .02
(weak), .13 (moderate), and .26 (strong). All student-level predictors are dichotomous and all school-level predictors are in percentage units expressed as deviations from their sample mean values. Cells
displayed as dashes represent predictors that were not entered into the regression model when the stepwise rules for model fitting were applied. All coefficients are statistically significant (p < .05). Grades
followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when more than one statewide mathematics assessment was administered. aAlgebra 1. bGeometry. cAlgebra 2.
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).
Baseline Achievement
The effects of baseline achievement (as measured by the pretest) on the posttest were estimated
separately for each school, because the achievement of students within the same school tends to
be much more similar than that of students in different schools. Separate coefficients for each
grade within each subject area were estimated after the effects of the demographic factors were
taken into account. Figure A1 and A2 depict the distribution of the standardized version of these
estimates for Reading/English Language Arts and Mathematics, respectively.
Figure A1. Reading/English Language Arts pre- post- standardized regression coefficients by grade
N 51 52 53 53 54 54 47 44 30 30
R2 .35 .43 .46 .49 .54 .57 .58 .59 .63 55
1 2 3 4 5 6 7 8 9 10
Grade
Page 26
Each figure displays the frequency of schools that fall within each of 10 adjacent bands two-tenths
of a point in width, by grade. The number of schools at each grade level and the average proportion
of variance in the posttest explained by the pretest, R2 is listed beneath each graph.
Figure A1 gives the results for Reading/English Language Arts and shows the coefficients to be
symmetrically distributed, to vary, and to be clustered in the middle, with the average value
accounting for between .35 (Grade 1) and .63 (Grade 9) percent of the variance in the posttest that
remained after the demographic factors were taken into consideration.
Grade
1 2 3 4 5 6 7 7a 8 8a 8b 9a 9b 9c 10b 10c 11c
Figure A2. Mathematics pre- post standardized regression coefficients by grade followed by
superscripts are used to indicate groups of students who participated in End of Course mathematics
assessments when more than one statewide mathematics assessment was administered, i.e., aAlgebra 1, bGeometry, cAlgebra 2).
Figure A2 shows the results for Mathematics to be similar to those seen for Reading/English
Language Arts except that the variance in the posttest explained by the pretest tends to be strongest
N 51 52 53 53 53 53 46 19 34 34 14 26 22 11 21 18 22
R2 .31 .37 .43 .50 .52 .55 .55 .32 .40 .31 .32 .33 .43 .33 .41 .39 .34
1 2 3 4 5 6 7 7a 8 8a 8b 9a 9b 9c 10b 10c 11c
Grade
Page 27
for FSA/Mathematics (Grades 4 - 7) followed by the Geometry End-of-Course examination
(Grades 9-10).
Impact Assessment
Estimates of the fixed effects of each student's demographic characteristics and baseline
achievement on their posttest scores were used to create separate expected scores for each student
in Reading/English Language Arts and Mathematics. An impact score in each subject area was
then produced for each student by subtracting their expected score from their posttest score to
represent the amount of achievement attained over and above what was expected. Then, the
differences in the groups’ mean impact scores were converted into standardized d effect size
statistics. A confidence interval based on the effect size was also estimated. Finally, separate meta-
analyses in Reading/English Language Arts and Mathematics were conducted to summarize the
effect sizes across all the grades within each school and to generate a confidence interval that
represented the variability in the estimates.
Page 28
Appendix B
Miami-Dade County Public Schools
Individual Charter-School versus Matched Traditional-School Comparison-Group
Student-Achievement Results
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
45 244.2 51.6 45 246.2 56.1 -0.89 -0.60 -0.19 0.22 26 232.7 43.3 26 236.8 41.9 2.02 * 0.02 0.57 1.13
9b
-- -- -- -- -- -- -- -- -- -- 15 246.3 51.7 15 243.9 55.4 -0.17 -0.78 -0.07 0.65
9c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
10b
74 243.2 52.7 74 247.1 54.6 3.46 *** 0.24 0.57 0.90 38 238.0 44.0 38 241.7 48.7 -0.13 -0.48 -0.03 0.42
10c
-- -- -- -- -- -- -- -- -- -- 14 419.4 51.1 14 418.8 54.8 1.64 -0.12 0.64 1.40
11c
-- -- -- -- -- -- -- -- -- -- 49 393.1 37.1 49 399.5 43.9 0.83 -0.23 0.17 0.57
ALL 119 119 0.02 0.28 0.53§
142 142 -0.03 0.21 0.44§
Academy of Arts & Minds (7022)
Charter School vs. Traditional M-DCPS Comparison Group
*p < .05. **p < .01. ***p < .001.
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Charter Traditional Effect Size Charter Traditional Effect Size
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test scores are only provided for grade groups in which data were available for ten or
more students. The test statistic t , provided for each grade, indicates the statistical significance of the difference between the groups' impact scores, which are estimates of each
student's achievement over what is expected given their demographic characteristics and initial achievement. Statistically significant t test results are identified by asterisks (*). The effect
size d , provided for each grade, is a measure of the practical significance of that difference. Positive effect size ranges indicate that the charter school's achievement is signifcantly higher
than that of the traditional school comparison group, negative ranges indicate that the charter school's achievement is signifcantly lower than that of the traditional school comparison
group, and ranges that include zero indicate that there is no significant difference between the groups. Cells displayed as dashes "-" represent missing values.
§Academy of Arts & Minds has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-1
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
1 90 556.4 618.5 90 554.2 604.4 1.34 -0.09 0.20 0.49 90 563.4 601.4 90 561.3 594.6 0.29 -0.25 0.04 0.34
2 93 611.3 650.9 93 611.3 648.7 0.17 -0.26 0.02 0.31 93 590.3 644.2 93 590.9 635.1 1.98 * 0.00 0.29 0.58
3 151 642.0 57.7 151 641.1 57.6 -0.47 -0.28 -0.05 0.17 151 643.4 61.3 151 641.1 57.6 3.68 *** 0.20 0.43 0.65
4 98 211.9 56.1 98 212.8 55.2 1.12 -0.12 0.16 0.44 98 216.9 54.5 98 217.8 57.7 -3.05 ** -0.72 -0.44 -0.15
5 93 216.0 52.5 93 216.5 54.5 -2.26 * -0.62 -0.33 -0.04 93 220.2 50.2 93 219.6 53.7 -4.68 *** -0.99 -0.69 -0.39
ALL 525 525 -0.13 -0.01 0.12§
525 525 -0.14 -0.02 0.11§
Charter School vs. Traditional M-DCPS Comparison Group
Charter Traditional Effect Size Charter Traditional
Academir West (0410)
Difference
Effect Size
Mean Pre- and Post- Test Scores and Difference Statistics
*p < .05. **p < .01. ***p < .001.
Reading Mathematics
Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Academir West has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-2
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 89 220.2 50.7 89 219.2 48.2 2.75 ** 0.12 0.41 0.71 86 220.5 53.6 86 220.5 46.3 8.96 *** 1.04 1.37 1.71
7 80 230.0 51.8 80 228.2 50.8 1.43 -0.08 0.23 0.54 53 219.9 46.8 53 218.5 47.1 0.02 -0.38 0.00 0.39
7a
-- -- -- -- -- -- -- -- -- -- 27 245.2 51.7 27 246.8 56.8 -2.68 ** -1.29 -0.74 -0.19
8 22 227.2 47.6 22 229.7 48.6 0.23 -0.52 0.07 0.66 16 229.2 49.9 16 229.8 49.5 0.29 -0.59 0.11 0.80
8a
-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
8b
-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- -- --
ALL 191 191 0.09 0.30 0.50§
182 182 0.26 0.48 0.70§
Academir Charter Middle (6082)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Academir Charter Middle has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-3
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
1 74 526.4 581.6 74 523.2 588.3 -1.82 -0.63 -0.30 0.02 74 533.5 602.1 74 529.5 581.3 3.05 ** 0.18 0.50 0.83
2 50 573.1 616.4 50 570.2 611.5 0.34 -0.32 0.07 0.46 50 575.3 611.6 50 576.7 615.3 -0.67 -0.53 -0.13 0.26
3 101 630.0 54.3 101 627.8 53.2 0.91 -0.15 0.13 0.40 101 612.6 53.7 101 613.3 52.8 0.98 -0.14 0.14 0.41
4 81 205.1 52.6 81 204.9 51.3 1.02 -0.15 0.16 0.47 81 212.5 55.0 81 211.2 53.9 0.57 -0.22 0.09 0.40
5 62 218.1 54.0 62 217.9 51.9 1.42 -0.10 0.26 0.61 62 232.3 57.0 62 231.4 55.3 0.62 -0.24 0.11 0.47
6 44 222.5 53.5 44 221.2 49.3 3.34 ** 0.29 0.72 1.15 44 227.3 52.1 44 224.0 48.0 2.05 * 0.02 0.44 0.87
7 6 -- -- 6 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --
7a
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
ALL 418 418 -0.01 0.13 0.27§
412 412 0.05 0.19 0.33§
§Advanced Learning Center has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Advanced Learning Center (1014)
Charter School vs. Traditional M-DCPS Comparison Group
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-4
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
1 60 521.9 590.7 60 521.5 583.5 1.37 -0.11 0.25 0.61 60 515.6 572.4 60 515.6 568.1 0.92 -0.19 0.17 0.53
2 51 592.2 622.6 51 590.8 629.9 -1.07 -0.60 -0.21 0.17 51 591.6 604.6 51 589.5 629.0 -3.70 *** -1.14 -0.74 -0.34
3 70 628.7 55.3 70 628.9 54.3 1.16 -0.13 0.20 0.53 70 591.3 52.8 70 593.9 49.4 3.56 *** 0.27 0.61 0.94
4 40 210.3 55.5 40 210.2 55.5 0.21 -0.39 0.05 0.49 40 211.7 53.7 40 211.1 54.5 -0.86 -0.64 -0.20 0.24
5 15 217.7 52.9 15 217.9 50.5 1.16 -0.29 0.44 1.16 15 222.9 50.3 15 223.5 54.0 -1.68 -1.37 -0.64 0.10
ALL 236 236 -0.07 0.11 0.29§
236 236 -0.19 -0.01 0.18§
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Advantage Academy Santa Fe has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference DifferenceCharter Traditional Effect Size Charter Traditional Effect Size
Advantage Academy Santa Fe (3025)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-5
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 76 213.3 45.8 76 213.9 45.6 0.23 -0.28 0.04 0.36 76 215.0 44.1 76 216.3 47.1 -1.93 -0.64 -0.32 0.00
7 105 222.1 48.1 105 222.9 48.4 0.71 -0.17 0.10 0.37 99 216.7 46.1 99 217.5 45.2 2.04 * 0.01 0.29 0.57
8 149 221.5 47.1 149 222.1 46.7 1.61 -0.04 0.19 0.41 98 218.5 41.6 98 220.2 43.9 -0.97 -0.42 -0.14 0.14
8a
-- -- -- -- -- -- -- -- -- -- 38 245.4 43.6 38 244.4 49.5 -3.23 ** -1.22 -0.75 -0.29
ALL 330 330 -0.03 0.12 0.28§
311 311 -0.27 -0.12 0.04§
aAlgebra 1.
bGeometry.
cAlgebra 2.
Difference Difference
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
§Advantage Academy South has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Advangtage Academy South (3032)
Individual Charter School Results B-6
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
81 226.1 46.2 81 225.7 46.0 -0.24 -0.35 -0.04 0.27 55 223.4 35.0 55 225.6 41.3 -3.29 ** -1.02 -0.63 -0.25
9b
-- -- -- -- -- -- -- -- -- -- 20 237.8 43.2 20 239.7 47.6 -1.17 -1.00 -0.38 0.25
10b
86 231.5 46.3 86 231.2 45.1 1.48 -0.07 0.23 0.53 61 232.9 40.0 61 234.0 43.1 -1.70 -0.67 -0.31 0.05
10c
-- -- -- -- -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 48 388.8 35.0 48 390.9 33.0 2.13 * 0.03 0.44 0.84
ALL 167 167 -0.12 0.10 0.31§
184 184 -0.42 -0.22 -0.01§
aAlgebra 1.
bGeometry.
cAlgebra 2.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Advantage Acdemy South High School (7032)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
§Advantage Academy South High School has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-7
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
1 71 473.8 548.1 71 476.7 534.9 3.18 ** 0.20 0.54 0.87 71 491.7 533.2 71 493.1 546.3 -1.43 -0.57 -0.24 0.09
2 45 534.8 583.5 45 540.0 575.6 3.24 ** 0.27 0.69 1.12 45 536.4 567.4 45 537.5 573.4 0.66 -0.27 0.14 0.56
3 26 562.2 43.9 26 565.8 40.0 3.15 ** 0.32 0.89 1.46 26 569.2 44.1 26 566.6 44.1 0.61 -0.37 0.17 0.72
4 27 184.7 44.1 27 184.7 37.1 5.43 *** 0.90 1.50 2.11 27 192.4 42.4 27 193.2 41.6 2.37 * 0.11 0.66 1.20
5 20 191.6 42.5 20 191.2 42.2 0.98 -0.31 0.32 0.94 20 192.2 42.1 20 195.0 39.1 3.18 ** 0.37 1.03 1.69
ALL 189 189 0.50 0.71 0.92§
189 189 -0.05 0.16 0.36§
aAlgebra 1.
bGeometry.
cAlgebra 2.
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
§Alpha Charter of Excellence has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Reading Mathematics
Difference Difference
Alpha Charter of Excellence (5410)
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
Individual Charter School Results B-8
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
1 84 550.0 611.5 84 547.2 607.9 -1.47 -0.53 -0.23 0.08 83 553.1 612.9 83 550.2 594.7 1.80 -0.02 0.28 0.59
2 94 611.2 652.4 94 608.9 638.1 1.36 -0.09 0.20 0.49 94 616.5 634.0 94 609.5 638.1 -2.68 ** -0.68 -0.39 -0.10
3 119 638.5 58.1 119 635.0 55.7 0.52 -0.19 0.07 0.32 119 639.7 58.7 119 634.1 56.4 0.38 -0.21 0.05 0.30
4 98 221.0 58.0 98 219.8 58.7 -3.53 *** -0.79 -0.51 -0.22 98 228.4 62.5 98 225.1 61.0 -0.88 -0.41 -0.13 0.15
5 87 230.4 60.1 87 229.8 59.2 -0.91 -0.44 -0.14 0.16 87 238.0 62.1 87 235.6 58.3 1.68 -0.04 0.26 0.56
ALL 482 482 -0.24 -0.11 0.02§
481 481 -0.12 0.01 0.13§
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Archimedean Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Archimedean Academy (0510)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-9
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
6 108 237.9 60.3 108 237.6 56.8 1.83 -0.02 0.25 0.52 108 240.2 63.5 108 240.3 57.7 4.33 *** 0.32 0.59 0.86
7 105 243.5 59.9 105 244.0 58.7 -1.37 -0.46 -0.19 0.08 15 216.5 46.1 15 220.1 49.3 -2.26 * -1.61 -0.86 -0.11
7a
-- -- -- -- -- -- -- -- -- -- 90 248.8 59.9 90 252.4 61.5 -2.18 * -0.62 -0.33 -0.03
8a
100 252.6 61.0 100 252.7 58.1 0.97 -0.14 0.14 0.42 17 232.4 46.7 17 240.1 50.6 -1.74 -1.30 -0.62 0.07
8b
-- -- -- -- -- -- -- -- -- -- 81 249.4 61.9 81 251.3 59.3 2.22 * 0.04 0.35 0.66
ALL 313 313 -0.09 0.07 0.22§
311 311 -0.03 0.13 0.29§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Archimedean Middle Conservatory (6006)
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Archimedean Middle Conservatory has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-10
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
9b
88 262.1 60.4 88 261.7 61.3 -2.04 * -0.61 -0.31 -0.01 14 241.0 54.4 14 244.4 56.6 -1.06 -1.16 0.33
9c
-- -- -- -- -- -- -- -- -- -- 41 424.2 61.0 41 428.7 59.4 1.24 -0.16 0.71
10 65 262.7 63.5 65 262.2 60.0 2.46 * 0.09 0.43 0.78 -- -- -- -- -- -- -- -- --
ALL 153 153 -0.22 0.00 0.23§
55 55 -0.27 0.48§
Archimedean Upper Conservatory (7265)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Archimedean Upper Conservatory has test scores that are not significantly different in Reading than those of the traditional school comparison group, based on the confidence
intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-11
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
6 132 205.3 39.5 132 205.9 42.0 -3.56 *** -0.68 -0.44 -0.20 131 210.4 42.2 131 210.2 42.6 -1.04 -0.37 -0.13 0.11
7 124 209.4 41.4 124 212.9 42.3 -0.89 -0.36 -0.11 0.14 124 205.1 41.6 124 210.8 43.2 -0.80 -0.35 -0.10 0.15
8 152 217.6 44.2 152 216.8 43.8 -0.45 -0.28 -0.05 0.17 105 215.1 45.1 105 219.0 46.0 0.10 -0.26 0.01 0.28
8a
-- -- -- -- -- -- -- -- -- -- 47 250.3 51.3 47 248.7 52.5 -0.66 -0.54 -0.14 0.27
ALL 408 408 -0.33 -0.19 -0.06§
407 407 -0.22 -0.08 0.05§
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Aspira E.M. de Hostos (6070)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Aspira E. M. de Hostos has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-12
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 51 214.4 46.3 51 214.8 47.1 -0.79 -0.55 -0.16 0.23 51 215.7 45.6 51 214.7 47.6 -2.28 * -0.85 -0.46 -0.06
7 74 219.1 45.4 74 219.5 46.0 -0.61 -0.42 -0.10 0.22 68 212.9 46.4 68 218.2 46.9 0.75 -0.21 0.13 0.47
7a
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
8 114 222.5 48.4 114 222.1 46.1 2.45 * 0.07 0.33 0.59 49 217.3 49.3 49 217.8 42.9 4.24 *** 0.45 0.86 1.28
8a
-- -- -- -- -- -- -- -- -- -- 65 243.9 50.4 65 245.8 52.1 -0.69 -0.47 -0.12 0.22
ALL 239 239 -0.09 0.09 0.27§
233 233 -0.11 0.07 0.26§
§Aspira South Youth Leadership has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Aspira South Youth Leadership (6060)
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-13
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
6 167 210.7 42.5 167 214.3 45.9 -3.66 *** -0.62 -0.40 -0.18 164 214.4 42.5 164 217.6 46.4 -5.11 *** -0.79 -0.57 -0.35
7 199 219.6 44.5 199 222.1 47.4 -3.94 *** -0.59 -0.40 -0.20 197 219.1 45.8 197 221.0 46.4 -0.44 -0.24 -0.04 0.15
8 187 223.5 46.1 187 224.0 47.6 -2.72 ** -0.49 -0.28 -0.08 163 223.0 46.7 163 224.0 48.3 -1.50 -0.38 -0.17 0.05
8a
-- -- -- -- -- -- -- -- -- -- 25 253.5 52.5 25 253.4 55.2 -1.84 -1.10 -0.53 0.03
8b
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
ALL 553 553 -0.48 -0.36 -0.24§
549 549 -0.37 -0.25 -0.14§
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Aspira Youth Leadership (6020)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
*p < .05. **p < .01. ***p < .001.
§Aspira Youth Leadership has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-14
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
1 106 525.9 592.6 106 515.4 587.6 -1.69 -0.50 -0.23 0.04 106 524.5 580.4 106 518.6 576.9 -1.39 -0.46 -0.19 0.08
2 109 599.2 634.1 109 595.2 640.7 -2.98 ** -0.67 -0.41 -0.14 109 590.5 617.3 109 585.5 635.8 -5.47 *** -1.02 -0.74 -0.47
3 106 634.2 57.2 106 633.3 55.9 0.34 -0.22 0.05 0.32 105 629.5 56.3 105 627.0 56.3 -0.69 -0.37 -0.10 0.17
4 111 215.8 57.1 111 215.9 56.8 -0.08 -0.27 -0.01 0.25 110 217.1 57.5 110 216.7 57.9 -0.38 -0.32 -0.05 0.21
5 115 226.3 57.3 115 226.7 57.5 -0.82 -0.37 -0.11 0.15 115 227.3 57.4 115 227.7 56.1 1.33 -0.08 0.18 0.44
6 109 230.8 56.5 109 232.0 56.9 -2.33 * -0.58 -0.32 -0.05 109 236.3 58.4 109 236.5 59.7 -2.96 ** -0.67 -0.40 -0.13
7 101 242.5 58.8 101 241.5 58.0 -1.74 -0.52 -0.25 0.03 61 240.0 59.5 61 238.4 57.1 0.21 -0.32 0.04 0.39
7a
-- -- -- -- -- -- -- -- -- -- 31 262.3 69.1 31 260.5 67.7 -1.07 -0.78 -0.28 0.22
8 101 251.0 60.8 101 249.1 59.5 -0.74 -0.38 -0.10 0.17 31 246.9 61.2 31 245.9 63.0 -3.10 ** -1.32 -0.80 -0.28
8a
-- -- -- -- -- -- -- -- -- -- 18 258.1 62.7 18 260.2 61.6 0.47 -0.49 0.16 0.82
8b
-- -- -- -- -- -- -- -- -- -- 51 255.0 64.2 51 256.5 66.7 -2.25 * -0.84 -0.45 -0.06
ALL 858 858 -0.27 -0.17 -0.08§
846 846 -0.32 -0.22 -0.12§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Aventura City of Excellence Charter (0950)
Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
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 post- test 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.
§Aventura City of Excellence has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-15
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
1 36 523.9 584.6 36 526.4 592.9 -0.45 -0.57 -0.11 0.36 36 525.4 575.9 36 521.9 571.5 0.73 -0.29 0.17 0.64
2 36 591.3 629.4 36 594.3 630.5 0.60 -0.32 0.14 0.61 37 588.8 627.3 37 581.6 625.4 -0.04 -0.47 -0.01 0.45
3 44 639.0 55.8 44 634.4 55.9 -0.44 -0.51 -0.10 0.32 44 630.2 54.5 44 626.6 54.1 -0.12 -0.44 -0.03 0.39
4 33 215.9 57.9 33 213.1 56.9 0.97 -0.24 0.24 0.73 33 223.5 57.3 33 221.7 58.5 -0.86 -0.70 -0.21 0.27
5 20 213.2 54.4 20 220.0 55.0 1.36 -0.19 0.44 1.07 19 208.1 51.1 19 214.6 48.1 3.02 ** 0.33 1.01 1.68
6 10 227.0 57.0 10 228.2 51.9 2.45 * 0.20 1.16 2.11 10 223.9 50.5 10 221.3 48.0 0.67 -0.57 0.31 1.20
7 10 244.8 61.6 10 243.9 55.4 1.90 -0.03 0.90 1.82 10 237.0 57.2 10 234.5 55.2 0.21 -0.78 0.10 0.98
8 13 241.8 54.1 13 237.2 53.6 -0.26 -0.88 -0.11 0.66 1 -- -- 1 -- -- -- -- -- --
8a
-- -- -- -- -- -- -- -- -- -- 12 239.3 50.6 12 244.8 53.7 -0.32 -0.94 -0.14 0.66
ALL 202 202 -0.05 0.15 0.35§
181 181 -0.11 0.09 0.28§
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Ben Gamla (5022)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
§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.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-16
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
1 53 515.2 592.5 53 515.4 589.4 0.55 -0.27 0.11 0.49 53 516.8 565.5 53 517.6 576.4 -1.29 -0.63 -0.25 0.13
2 64 581.5 611.3 64 580.6 621.8 -1.08 -0.54 -0.19 0.15 64 573.6 597.0 64 570.3 618.7 -2.75 ** -0.84 -0.49 -0.14
3 65 628.2 56.1 65 628.6 56.2 1.77 -0.03 0.31 0.66 66 616.1 56.5 66 619.6 57.7 0.53 -0.25 0.09 0.43
4 22 203.5 51.7 22 199.5 52.0 0.38 -0.48 0.12 0.71 22 206.2 51.0 22 206.6 49.0 2.76 ** 0.23 0.85 1.47
5 20 210.0 48.7 20 212.6 50.6 0.32 -0.52 0.10 0.72 20 209.3 47.9 20 212.5 48.2 1.65 -0.10 0.53 1.17
ALL 224 224 -0.10 0.08 0.27§
225 225 -0.23 -0.05 0.14§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Bridgepoint Academy "B" (2013)
Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
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 post- test 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.
§Bridgepoint Academy "B" has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-17
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
1 50 533.3 595.8 50 529.0 592.7 -0.74 -0.54 -0.15 0.24 50 519.9 574.5 50 519.5 585.2 -2.13 * -0.83 -0.43 -0.03
2 51 584.6 633.3 51 581.1 621.8 1.61 -0.07 0.32 0.71 52 559.8 614.4 52 555.7 604.9 1.06 -0.18 0.21 0.60
3 36 625.9 53.3 36 627.1 53.8 -0.55 -0.59 -0.13 0.33 36 624.2 54.9 36 623.3 53.9 0.39 -0.37 0.09 0.56
4 63 207.1 53.8 63 207.6 56.0 -1.51 -0.62 -0.27 0.08 63 207.8 52.4 63 208.9 57.7 -2.94 ** -0.88 -0.53 -0.17
5 44 223.7 57.6 44 223.5 55.8 1.42 -0.11 0.31 0.73 44 229.8 52.3 44 229.5 55.9 -2.57 * -0.98 -0.55 -0.13
6 34 226.9 53.9 34 227.3 54.9 -0.49 -0.60 -0.12 0.36 34 223.1 54.6 34 225.9 51.6 3.94 *** 0.47 0.97 1.47
7 29 233.8 55.8 29 234.5 56.1 -0.24 -0.58 -0.06 0.45 29 232.7 57.4 29 232.7 57.0 0.14 -0.48 0.04 0.55
ALL 307 307 -0.18 -0.02 0.14§
308 308 -0.27 -0.11 0.05§
Bridgepoint Academy (2003)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
§Bridgepoint Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-18
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
1 32 486.3 535.2 32 481.8 549.2 -2.28 * -1.08 -0.58 -0.08 32 514.4 549.5 32 510.8 563.8 -1.87 -0.97 -0.47 0.02
2 28 552.0 597.1 28 552.6 596.1 0.38 -0.42 0.10 0.63 28 553.4 580.0 28 553.3 595.4 -1.65 -0.98 -0.45 0.08
3 17 595.8 49.9 17 592.3 47.4 0.89 -0.36 0.31 0.99 17 577.8 48.6 17 582.4 48.2 0.47 -0.51 0.16 0.84
4 14 202.4 49.0 14 203.3 51.4 -0.53 -0.95 -0.21 0.54 14 196.5 53.0 14 196.2 45.4 3.72 *** 0.62 1.46 2.30
5 11 209.8 47.1 11 211.3 49.2 -0.55 -1.08 -0.25 0.59 11 203.7 44.5 11 208.2 48.4 -0.68 -1.14 -0.30 0.54
6 7 -- -- 7 -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- -- --
ALL 109 109 -0.43 -0.15 0.13§
102 102 -0.40 -0.12 0.16§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Bridgepoint Academy (5020)
Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Bridgepoint Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-19
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
1 32 563.1 583.5 32 559.9 606.5 -3.57 *** -1.42 -0.91 -0.39 32 544.3 577.3 32 541.4 596.1 -2.98 ** -1.26 -0.76 -0.25
2 44 582.3 621.3 44 584.2 626.4 -0.48 -0.52 -0.10 0.31 44 573.3 609.2 44 572.7 612.6 -0.27 -0.48 -0.06 0.36
3 36 617.4 49.0 36 619.9 54.0 -2.73 ** -1.13 -0.65 -0.18 36 596.9 50.5 36 601.1 50.5 0.49 -0.35 0.12 0.58
4 15 203.3 50.5 15 201.9 54.3 -1.61 -1.34 -0.61 0.12 15 216.5 49.3 15 219.0 58.3 -2.73 * -1.80 -1.03 -0.27
5 11 216.6 54.7 11 215.8 49.5 2.07 0.04 0.92 1.81 11 228.2 49.0 11 226.5 52.8 -1.50 -1.53 -0.67 0.19
ALL 138 138 -0.64 -0.40 -0.16§
138 138 -0.55 -0.31 -0.07§
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Bridgepoint Academy Village Green (3034)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§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 intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-20
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
35 236.5 49.9 35 232.2 48.6 -1.53 -0.84 -0.37 0.10 24 244.9 46.0 24 243.2 49.6 -2.78 ** -1.41 -0.23
9b
-- -- -- -- -- -- -- -- -- -- 11 250.6 60.6 11 248.5 50.0 2.25 * 0.11 1.90
10b
33 247.6 55.7 33 243.8 49.1 1.71 -0.06 0.43 0.92 15 244.5 53.7 15 240.4 46.5 1.60 -0.13 1.34
10c
-- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- --
ALL 68 68 -0.32 0.02 0.36§
50 50 -0.40 0.41§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter High School of Americas (7080)
Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Charter High School of Americas has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-21
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 48 224.1 51.6 48 224.3 49.5 1.57 -0.08 0.32 0.73 48 226.3 52.3 48 225.3 51.1 0.29 -0.34 0.46
7 77 222.2 48.7 77 223.8 49.1 -0.80 -0.45 -0.13 0.19 53 216.6 45.2 53 216.9 45.0 -0.32 -0.44 0.32
7a
-- -- -- -- -- -- -- -- -- -- 18 240.2 46.6 18 240.0 49.1 0.01 -0.65 0.66
8 48 228.8 49.9 48 227.9 50.1 -0.68 -0.54 -0.14 0.26 12 223.6 54.2 12 223.3 49.6 1.49 -0.19 1.46
8a
-- -- -- -- -- -- -- -- -- -- 29 241.0 46.3 29 243.9 49.4 -1.48 -0.91 0.13
8b
-- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- --
9a
95 235.2 50.2 95 235.6 49.5 0.27 -0.24 0.04 0.32 65 236.3 47.6 65 234.4 45.4 0.30 -0.29 0.40
9b
-- -- -- -- -- -- -- -- -- -- 23 249.4 56.4 23 248.1 52.0 2.41 * 0.13 1.32
9c
-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- --
10b
118 239.5 51.9 118 238.7 51.2 0.05 -0.25 0.01 0.26 88 237.8 49.6 88 236.1 43.5 4.58 *** 0.39 1.00
10c
-- -- -- -- -- -- -- -- -- -- 15 412.1 44.8 15 412.7 43.1 0.27 -0.62 0.82
11c
-- -- -- -- -- -- -- -- -- -- 85 412.5 39.2 85 411.1 38.5 -0.65 -0.40 0.20
ALL 386 386 -0.13 0.01 0.15§
436 436 0.02 0.29§
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
City of Hialeah Education Academy (7262)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§City of Hialeah Education Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-22
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
1 63 510.3 580.1 63 516.5 586.7 -0.32 -0.41 -0.06 0.29 63 531.5 578.0 63 528.8 587.3 -1.36 -0.60 -0.24 0.11
2 62 562.9 612.7 62 578.5 615.8 1.59 -0.07 0.29 0.64 63 558.2 605.6 63 569.2 621.7 -0.55 -0.45 -0.10 0.25
3 47 619.0 54.4 47 623.7 52.8 2.59 * 0.13 0.54 0.95 47 610.1 52.8 47 608.5 50.1 2.50 * 0.11 0.52 0.93
4 46 214.0 51.7 46 211.8 53.0 -0.53 -0.52 -0.11 0.30 46 204.4 47.0 46 207.9 51.4 -1.66 -0.76 -0.35 0.06
5 48 219.6 51.1 48 215.8 52.8 -1.29 -0.67 -0.27 0.14 48 211.0 45.5 48 214.4 49.0 -1.29 -0.67 -0.27 0.14
6 28 226.5 54.3 28 225.3 53.1 1.47 -0.13 0.40 0.93 27 217.7 50.4 27 221.3 51.4 1.79 -0.04 0.50 1.04
7 24 230.1 51.7 24 231.3 54.1 -0.44 -0.69 -0.13 0.44 22 224.3 50.9 22 225.0 54.0 -1.13 -0.94 -0.35 0.25
7a
-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- -- --
8 20 235.6 52.2 20 237.8 52.5 0.81 -0.36 0.26 0.88 10 226.4 51.5 10 232.0 54.0 0.11 -0.83 0.05 0.93
8a
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
8b
-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --
ALL 338 338 -0.05 0.10 0.25§
316 316 -0.22 -0.06 0.09§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Coral Reef Montessori Academy (0070)
Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Coral Reef Montessori Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-23
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 90 227.6 52.7 90 227.2 52.8 -0.75 -0.41 -0.11 0.18 89 229.5 51.6 89 229.4 53.2 -2.29 * -0.64 -0.35 -0.05
7 85 235.6 55.9 85 235.6 55.5 0.34 -0.25 0.05 0.35 85 240.9 56.9 85 236.6 55.4 0.09 -0.29 0.01 0.31
8 84 238.9 54.6 84 238.5 53.1 1.17 -0.12 0.18 0.48 58 237.0 57.6 58 231.8 49.1 2.79 ** 0.15 0.52 0.89
8a
-- -- -- -- -- -- -- -- -- -- 25 257.7 62.5 25 251.8 57.2 0.52 -0.41 0.15 0.71
9a
90 245.5 55.6 90 249.5 57.0 0.57 -0.21 0.09 0.38 62 248.6 56.2 62 247.0 49.3 5.21 *** 0.57 0.94 1.31
9b
-- -- -- -- -- -- -- -- -- -- 25 255.5 59.7 25 254.0 54.3 3.28 ** 0.36 0.95 1.53
9c
-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --
10b
72 246.6 54.2 72 249.6 55.3 2.40 * 0.07 0.40 0.73 34 241.4 49.5 34 244.9 49.6 1.88 -0.02 0.46 0.95
10c
-- -- -- -- -- -- -- -- -- -- 24 433.6 57.7 24 427.9 57.2 1.02 -0.27 0.30 0.87
11c
-- -- -- -- -- -- -- -- -- -- 46 432.8 54.4 46 426.6 51.8 4.12 *** 0.44 0.87 1.30
ALL 421 421 -0.03 0.11 0.24§
448 448 0.18 0.32 0.45§
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Doctor's Charter (6040)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Doctor's Charter has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-24
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
1 221 547.2 609.7 221 541.3 594.4 0.21 -0.17 0.02 0.21 220 523.3 581.5 220 523.3 586.5 -4.27 *** -0.60 -0.41 -0.22
2 223 598.1 635.4 223 596.2 632.0 -1.71 -0.35 -0.16 0.02 222 567.4 628.7 222 568.3 615.4 1.84 -0.01 0.17 0.36
3 196 640.5 57.3 196 636.3 55.8 -1.13 -0.31 -0.11 0.08 196 639.2 57.6 196 635.2 55.3 0.51 -0.15 0.05 0.25
4 174 219.0 58.9 174 217.1 56.7 0.26 -0.18 0.03 0.24 174 220.4 60.6 174 218.7 57.4 2.06 * 0.01 0.22 0.43
5 152 226.7 56.7 152 224.9 55.6 -1.21 -0.36 -0.14 0.09 152 233.5 57.1 152 232.0 55.1 0.31 -0.19 0.04 0.26
ALL 966 966 -0.16 -0.07 0.02§
964 964 -0.08 0.00 0.09§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Doral Academy (3030)
Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Doral Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-25
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
432 251.5 57.2 432 251.2 56.8 -4.16 *** -0.42 -0.28 -0.15 218 247.0 54.6 218 245.8 47.7 5.18 *** 0.31 0.50 0.69
9b
-- -- -- -- -- -- -- -- -- -- 134 255.1 61.1 134 253.8 56.6 2.73 ** 0.09 0.33 0.58
9c
-- -- -- -- -- -- -- -- -- -- 63 433.0 61.4 63 430.9 56.0 3.19 ** 0.22 0.57 0.93
10b
376 250.5 55.9 376 249.9 54.4 -1.66 -0.26 -0.12 0.02 168 242.6 50.9 168 242.3 47.1 2.44 * 0.05 0.27 0.48
10c
-- -- -- -- -- -- -- -- -- -- 136 427.5 56.8 136 427.4 52.5 1.83 -0.02 0.22 0.46
11c
-- -- -- -- -- -- -- -- -- -- 165 419.1 46.1 165 414.1 43.5 -2.21 * -0.46 -0.24 -0.03
ALL 808 808 -0.31 -0.21 -0.11§
884 884 0.16 0.25 0.35§
Difference Difference
Doral Academy High School (7020)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Doral Academy High School has test scores that are significantly lower in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-26
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
6 266 232.2 55.7 266 231.6 54.2 0.56 -0.12 0.05 0.22 263 232.8 55.2 263 231.9 53.8 -0.04 -0.17 0.00 0.17
7 443 240.5 57.9 443 239.4 56.0 1.44 -0.03 0.10 0.23 373 238.6 55.3 373 236.0 55.1 -3.59 *** -0.41 -0.26 -0.12
7a
-- -- -- -- -- -- -- -- -- -- 67 259.1 62.8 67 257.4 65.5 -3.86 *** -1.02 -0.67 -0.32
8 455 242.4 55.4 455 242.1 56.2 -4.18 *** -0.41 -0.28 -0.15 249 242.3 59.0 249 240.5 56.7 0.15 -0.16 0.01 0.19
8a
-- -- -- -- -- -- -- -- -- -- 135 252.0 60.0 135 251.9 57.1 1.91 -0.01 0.23 0.47
8b
-- -- -- -- -- -- -- -- -- -- 70 255.9 63.4 70 254.5 58.4 4.38 *** 0.40 0.75 1.09
ALL 1,164 1,164 -0.14 -0.06 0.02§
1,157 1,157 -0.13 -0.05 0.03§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Doral Academy Middle (6030)
Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional
aAlgebra 1.
bGeometry.
cAlgebra 2.
Effect Size Charter Traditional
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 post- test 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.
§Doral Academy Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-27
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 56 250.8 63.4 56 248.6 61.1 0.63 -0.25 0.12 0.49 50 245.9 63.3 50 244.7 59.0 2.59 * 0.13 0.52 0.92
7 63 254.4 64.2 63 253.6 61.5 1.27 -0.12 0.23 0.58 13 241.2 57.1 13 238.5 57.7 -0.86 -1.13 -0.35 0.42
7a
-- -- -- -- -- -- -- -- -- -- 38 261.3 65.8 38 258.2 64.0 -0.85 -0.65 -0.20 0.25
8 62 256.3 60.6 62 254.7 60.1 -0.86 -0.51 -0.16 0.20 4 -- -- 4 -- -- -- -- -- --
8a
-- -- -- -- -- -- -- -- -- -- 18 253.1 61.6 18 253.7 58.8 0.86 -0.36 0.29 0.95
8b
-- -- -- -- -- -- -- -- -- -- 40 257.3 65.5 40 256.5 60.9 2.42 * 0.10 0.55 0.99
ALL 181 181 -0.14 0.06 0.27§
159 159 0.03 0.26 0.48§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Traditional Effect Size Charter Traditional Effect Size
Doral Academy of Technology (3029)Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
§Doral Academy of Technology has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference Difference
Charter
Individual Charter School Results B-28
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
66 254.6 59.2 66 253.4 58.0 -1.92 -0.68 -0.34 0.01 32 251.3 56.0 32 249.1 49.3 0.74 -0.30 0.19 0.68
9b
-- -- -- -- -- -- -- -- -- -- 22 253.0 59.8 22 250.7 56.3 0.15 -0.55 0.05 0.64
9c
-- -- -- -- -- -- -- -- -- -- 10 433.5 61.9 10 431.6 59.4 0.26 -0.75 0.12 1.00
10b
82 260.4 60.3 82 259.4 59.7 -2.97 ** -0.78 -0.47 -0.16 19 252.2 56.4 19 247.7 52.3 -0.24 -0.72 -0.08 0.56
10c
-- -- -- -- -- -- -- -- -- -- 40 428.9 58.1 40 426.4 53.2 2.02 * 0.01 0.46 0.90
11c
-- -- -- -- -- -- -- -- -- -- 61 420.2 48.9 61 412.5 44.9 -0.87 -0.51 -0.16 0.20
ALL 148 148 -0.64 -0.41 -0.18§
174 174 -0.12 0.08 0.29§
aAlgebra 1.
bGeometry.
cAlgebra 2.
Difference Difference
Doral Performing Arts & Entertainment (7009)
Charter Effect Size
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Charter School vs. Traditional M-DCPS Comparison Group
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 post- test 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.
§Doral Performing Arts & Entertainment has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Traditional
Individual Charter School Results B-29
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
1 92 534.6 583.8 92 532.9 576.5 0.24 -0.25 0.04 0.33 92 520.1 553.8 92 520.7 558.4 -1.61 -0.53 -0.24 0.05
2 84 583.2 609.2 84 581.9 612.5 -1.48 -0.53 -0.23 0.07 84 549.3 589.7 84 549.5 588.4 0.39 -0.24 0.06 0.36
3 81 608.8 50.1 81 608.4 47.6 2.30 * 0.05 0.36 0.67 79 589.2 49.6 79 587.7 48.7 0.45 -0.24 0.07 0.38
4 94 201.1 50.7 94 199.5 48.2 1.95 0.00 0.29 0.57 94 203.9 49.9 94 203.3 47.8 2.34 * 0.06 0.34 0.63
5 76 211.7 50.6 76 211.8 49.4 1.13 -0.13 0.18 0.50 77 219.5 50.5 77 218.8 51.6 -2.03 * -0.65 -0.33 -0.01
6 65 214.5 51.3 65 216.5 46.4 5.18 *** 0.55 0.92 1.28 65 219.1 53.3 65 221.1 46.7 6.85 *** 0.84 1.21 1.59
ALL 492 492 0.10 0.22 0.35§
491 491 0.00 0.13 0.26§
aAlgebra 1.
bGeometry.
cAlgebra 2.
Difference Difference
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 post- test 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.
§Downtown Miami has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based
on the confidence intervals of the effect sizes reported for "ALL" grades above.
Downtown Miami (3600)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-30
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
133 236.6 49.2 133 237.5 50.6 -1.14 -0.38 -0.14 0.10 98 234.8 43.8 98 235.2 44.3 0.15 -0.26 0.02 0.30
9b
-- -- -- -- -- -- -- -- -- -- 15 246.7 54.2 15 247.9 51.8 0.70 -0.45 0.27 0.99
9c
-- -- -- -- -- -- -- -- -- -- 10 433.3 59.2 10 425.9 50.5 1.31 -0.28 0.62 1.52
10b
116 240.0 49.4 116 239.3 48.2 -0.93 -0.38 -0.12 0.14 76 235.0 46.2 76 236.1 42.6 2.12 * 0.03 0.35 0.67
10c
-- -- -- -- -- -- -- -- -- -- 19 421.8 55.1 19 418.0 48.2 2.24 * 0.09 0.75 1.41
11c
-- -- -- -- -- -- -- -- -- -- 55 389.1 39.6 55 391.5 38.1 1.30 -0.12 0.25 0.63
ALL 249 249 -0.31 -0.13 0.04§
263 263 0.07 0.24 0.41§
§Everglades Prep. has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
Effect Size Charter Traditional Effect Size
*p < .05. **p < .01. ***p < .001.
Everglades Prep. (7060)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional
Individual Charter School Results B-31
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
1 23 501.1 557.7 23 501.5 568.3 -0.82 -0.83 -0.25 0.33 23 487.9 531.0 23 489.9 537.5 -0.46 -0.72 -0.14 0.44
2 29 569.4 594.5 29 569.7 598.6 -0.31 -0.60 -0.08 0.43 29 554.2 582.1 29 553.8 574.6 1.19 -0.20 0.32 0.84
3 24 596.5 41.8 24 593.2 43.2 -0.74 -0.78 -0.22 0.35 24 568.4 42.3 24 567.5 43.3 -0.37 -0.68 -0.11 0.46
4 21 201.4 46.0 21 198.4 47.0 -0.69 -0.83 -0.22 0.39 21 208.4 44.7 21 206.5 50.8 -5.23 *** -2.36 -1.65 -0.95
5 15 204.9 47.5 15 204.9 47.3 0.43 -0.55 0.16 0.88 16 214.9 45.1 16 212.5 48.5 -1.68 -1.32 -0.61 0.10
6 28 208.2 43.9 28 209.1 43.3 0.42 -0.41 0.11 0.64 28 213.3 44.3 28 215.4 43.3 1.29 -0.18 0.35 0.88
7 20 208.4 44.9 20 207.6 42.3 1.53 -0.13 0.50 1.13 18 203.1 39.2 18 203.5 39.1 -0.20 -0.72 -0.07 0.58
7a
-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- -- --
8 29 225.1 45.5 29 223.2 44.9 -0.40 -0.62 -0.11 0.41 22 223.3 45.4 22 223.9 45.5 -0.76 -0.83 -0.23 0.36
8a
-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
8b
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
9a
12 228.8 48.1 12 226.0 44.5 1.04 -0.37 0.44 1.25 8 -- -- 8 -- -- -- -- -- --
9b
-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
ALL 201 201 -0.20 0.00 0.19§
181 181 -0.37 -0.16 0.05§
Effect Size
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 post- test 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.
§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 of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Difference Difference
Charter Traditional Effect Size Charter Traditional
Excelsior Academy (5032)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Individual Charter School Results B-32
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
1 25 479.0 542.8 25 482.4 542.3 0.39 -0.44 0.11 0.67 25 487.0 549.6 25 486.5 524.4 2.71 ** 0.21 0.78 1.36
2 18 533.1 564.4 18 541.4 579.2 -0.32 -0.77 -0.11 0.54 18 543.2 553.1 18 548.3 602.4 -2.94 ** -1.70 -1.01 -0.31
3 12 578.6 42.9 12 585.8 47.8 -0.89 -1.19 -0.38 0.43 12 569.4 42.8 12 570.3 46.3 -0.93 -1.21 -0.40 0.41
4 13 180.8 48.2 13 180.5 39.1 3.27 ** 0.48 1.33 2.19 13 181.9 43.8 13 187.2 45.6 1.02 -0.36 0.42 1.20
5 21 197.0 39.1 21 197.4 46.8 -3.22 ** -1.66 -1.02 -0.37 21 189.8 34.2 21 195.7 47.1 -4.05 *** -1.95 -1.28 -0.62
6 42 204.0 41.4 42 205.7 41.5 1.47 -0.11 0.32 0.76 42 210.3 41.4 42 210.5 40.6 2.82 ** 0.19 0.62 1.06
7 37 219.2 44.7 37 219.5 44.8 1.39 -0.13 0.33 0.79 36 211.1 44.8 36 213.8 45.9 1.17 -0.18 0.28 0.74
8 12 212.0 42.2 12 211.3 42.9 0.49 -0.59 0.21 1.01 12 220.4 49.2 12 220.4 48.5 0.78 -0.47 0.33 1.14
ALL 180 180 -0.10 0.11 0.32§
179 179 -0.10 0.12 0.33§
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 post- test 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.
§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 confidence intervals of the effect sizes reported for "ALL" grades above.
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Excelsior Language Academy (5029)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional
Individual Charter School Results B-33
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 95 210.2 42.8 95 210.3 44.0 -1.79 -0.55 -0.26 0.02 96 212.3 48.1 96 212.4 43.7 4.20 *** 0.32 0.61 0.90
7 93 214.8 45.7 93 214.7 45.0 0.53 -0.21 0.08 0.37 75 217.9 44.3 75 218.3 43.9 0.30 -0.27 0.05 0.37
7a
-- -- -- -- -- -- -- -- -- -- 19 250.6 52.6 19 245.9 51.4 -0.01 -0.64 0.00 0.63
8 86 223.9 46.0 86 223.5 46.2 -0.59 -0.39 -0.09 0.21 60 225.5 49.4 60 225.4 46.5 2.61 * 0.12 0.48 0.84
8a
-- -- -- -- -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --
8b
-- -- -- -- -- -- -- -- -- -- 17 247.8 51.1 17 243.8 52.7 -1.32 -1.15 -0.47 0.22
ALL 274 274 -0.26 -0.09 0.08§
267 267 0.13 0.31 0.48§
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 post- test 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.
§Florida International Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Florida International Academy (6010)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-34
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
1 34 546.3 591.5 34 544.8 594.5 -0.16 -0.51 -0.04 0.44 34 531.5 585.9 34 528.4 595.5 -1.13 -0.76 -0.28 0.20
2 46 588.0 626.4 46 584.5 635.2 -1.52 -0.73 -0.32 0.09 46 574.6 620.5 46 569.3 600.7 3.05 ** 0.22 0.64 1.06
3 46 624.3 52.0 46 621.1 54.2 -1.91 -0.82 -0.40 0.01 46 606.8 52.0 46 605.7 51.1 1.10 -0.18 0.23 0.64
4 39 206.4 51.1 39 205.8 52.5 -1.09 -0.70 -0.25 0.20 39 209.3 48.1 39 208.4 50.7 -2.20 * -0.96 -0.51 -0.05
5 44 213.3 52.1 44 211.9 49.9 2.08 * 0.03 0.45 0.87 44 206.6 44.3 44 208.1 47.0 -1.76 -0.80 -0.38 0.04
6 49 217.8 52.1 49 218.9 50.3 2.12 * 0.03 0.43 0.83 48 218.2 49.5 48 219.2 49.1 0.93 -0.21 0.19 0.59
7 43 234.4 55.1 43 233.7 50.2 4.16 *** 0.46 0.91 1.35 43 234.9 54.0 43 235.6 54.0 0.48 -0.32 0.10 0.53
8 41 229.4 48.4 41 227.2 48.3 -0.12 -0.46 -0.03 0.41 19 224.1 51.4 19 226.7 44.3 2.38 * 0.13 0.79 1.46
8a
-- -- -- -- -- -- -- -- -- -- 22 247.9 49.5 22 248.9 52.5 -1.00 -0.90 -0.31 0.29
ALL 342 342 -0.06 0.09 0.24§
341 341 -0.11 0.04 0.20§
Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
§Franklin B. Academy has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Charter Traditional
Franklin B. Academy (5044)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size
Individual Charter School Results B-35
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
1 27 483.1 537.1 27 486.9 531.7 0.74 -0.33 0.21 0.74 26 485.6 540.0 26 485.5 527.8 1.86 -0.03 0.52 1.08
2 21 552.7 590.7 21 552.6 587.3 0.47 -0.46 0.15 0.76 21 537.0 561.1 21 536.7 570.4 -1.04 -0.94 -0.33 0.28
3 25 582.2 40.0 25 579.6 39.9 -0.15 -0.60 -0.04 0.51 25 554.9 42.3 25 559.2 40.4 1.37 -0.17 0.39 0.95
4 21 185.4 42.9 21 186.2 38.5 2.55 * 0.18 0.81 1.44 21 197.7 44.6 21 198.7 46.5 -0.78 -0.85 -0.25 0.36
5 12 195.0 42.3 12 193.1 40.1 0.89 -0.43 0.38 1.19 12 206.8 45.0 12 206.4 45.9 -0.46 -1.00 -0.20 0.60
6 26 202.7 43.0 26 202.3 42.1 0.71 -0.34 0.20 0.75 25 206.0 41.3 25 207.7 40.8 0.60 -0.38 0.17 0.73
7 25 212.8 43.4 25 213.3 42.2 0.84 -0.31 0.24 0.80 25 216.6 43.8 25 216.2 43.2 0.30 -0.47 0.09 0.64
8 28 218.8 45.3 28 217.1 42.3 1.75 -0.06 0.48 1.01 11 208.9 38.9 11 210.8 40.3 -0.21 -0.93 -0.09 0.74
8a
-- -- -- -- -- -- -- -- -- -- 15 233.3 39.2 15 233.9 47.5 -2.54 * -1.72 -0.96 -0.20
8b
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
ALL 185 185 0.08 0.28 0.49§
181 181 -0.20 0.01 0.21§
*p < .05. **p < .01. ***p < .001.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
Gibson (2060)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
§Gibson has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school comparison group, based on
the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-36
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
10 3 -- -- 3 -- -- -- -- -- --§
-- -- -- -- -- -- -- -- -- --§
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
Green Springs High School (7067)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
§Green Springs High School has test scores that could not be compared in Reading with those of the traditional school comparison group, due to the small number of students who
met the criteria for inclusion in the analysis.
Individual Charter School Results B-37
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
6 131 218.7 47.8 131 218.6 49.3 -0.98 -0.36 -0.12 0.12 128 221.3 47.3 128 220.4 48.4 -0.46 -0.30 -0.06 0.19
7 155 224.7 49.0 155 224.5 48.9 1.55 -0.05 0.18 0.40 156 221.2 49.5 156 223.4 48.9 2.85 ** 0.10 0.32 0.55
8 193 229.3 50.2 193 230.7 50.5 1.53 -0.04 0.16 0.36 141 226.3 48.5 141 225.5 48.2 0.61 -0.16 0.07 0.31
8a
-- -- -- -- -- -- -- -- -- -- 39 255.7 58.3 39 252.1 53.6 3.11 ** 0.26 0.71 1.17
8b
-- -- -- -- -- -- -- -- -- -- 10 251.5 61.8 10 252.6 56.5 3.02 ** 0.43 1.42 2.42
ALL 479 479 -0.04 0.09 0.21§
464 464 0.06 0.19 0.32§
Imagine School at Dade (5006)Charter School vs. Traditional M-DCPS Comparison GroupMean Pre- and Post- Test Scores and Difference Statistics
Reading MathematicsDifference Difference
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 post- test scores are only provided for grade groups in which data were available for ten or aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
§Imagine School at Dade has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-38
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
1 74 481.9 557.6 74 481.7 550.3 0.48 -0.24 0.08 0.40 74 495.6 563.8 74 497.9 554.8 1.73 -0.04 0.29 0.61
2 76 573.6 609.2 76 572.0 614.8 -2.06 * -0.66 -0.34 -0.02 76 573.7 602.4 76 574.5 617.6 -3.16 ** -0.84 -0.52 -0.19
3 94 608.1 52.9 94 605.6 49.2 2.51 * 0.08 0.37 0.66 94 599.4 50.4 94 598.7 47.8 2.02 * 0.01 0.30 0.58
4 69 204.7 50.9 69 204.8 52.2 -2.29 * -0.73 -0.39 -0.06 70 204.1 50.0 70 205.1 51.9 -2.04 * -0.68 -0.35 -0.01
5 79 212.5 50.4 79 212.9 49.5 0.21 -0.28 0.03 0.34 79 222.1 50.5 79 222.9 53.4 -3.22 ** -0.83 -0.52 -0.20
ALL 392 392 -0.16 -0.02 0.12§
393 393 -0.28 -0.14 0.00§
§iMater Academy has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
iMater Academy (5384)
Charter School vs. Traditional M-DCPS Comparison Group
Individual Charter School Results B-39
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
6 280 222.9 51.3 280 222.3 50.7 0.29 -0.14 0.02 0.19 279 222.4 51.5 279 221.9 49.0 2.22 * 0.02 0.19 0.35
7 239 223.4 50.5 239 223.7 47.9 4.11 *** 0.20 0.38 0.56 236 218.4 51.9 236 220.2 47.7 6.65 *** 0.43 0.61 0.80
7a
-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
8 187 228.3 49.2 187 228.7 49.8 -0.78 -0.28 -0.08 0.12 122 222.0 48.1 122 223.0 47.7 -0.03 -0.25 0.00 0.25
8a
-- -- -- -- -- -- -- -- -- -- 62 246.1 53.1 62 246.3 54.0 -1.57 -0.64 -0.28 0.07
8b
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
ALL 706 706 0.01 0.11 0.22§
699 699 0.15 0.25 0.36§
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 post- test 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.
§iMater Academy Middle School has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
iMater Academy Middle School (6014)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-40
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
168 234.5 49.6 168 234.5 48.2 0.50 -0.16 0.05 0.27 98 227.7 45.4 98 228.9 38.5 4.41 *** 0.35 0.63 0.92
9b
-- -- -- -- -- -- -- -- -- -- 62 252.7 53.7 62 252.0 53.0 -0.66 -0.47 -0.12 0.23
9c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- --
10b
122 238.0 52.0 122 237.4 49.2 1.78 -0.02 0.23 0.48 74 236.0 43.9 74 235.9 42.2 0.49 -0.24 0.08 0.40
10c
-- -- -- -- -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 41 402.2 39.0 41 402.6 35.3 1.03 -0.20 0.23 0.66
ALL 290 290 -0.04 0.13 0.29§
275 275 0.08 0.25 0.42§
*p < .05. **p < .01. ***p < .001.
Difference Difference
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 post- test 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.
§iMater Prep. Academy High School has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
iMater Prep. Academy High School (7090)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Individual Charter School Results B-41
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 75 233.5 57.6 75 231.3 53.9 2.42 * 0.08 0.40 0.72 76 241.3 57.4 76 238.9 55.0 0.70 -0.20 0.11 0.43
7 100 236.8 56.5 100 232.2 53.0 1.94 0.00 0.28 0.55 76 233.9 55.6 76 230.7 53.1 0.65 -0.21 0.11 0.42
7a
-- -- -- -- -- -- -- -- -- -- 24 256.5 59.3 24 253.4 60.4 -1.77 -1.10 -0.52 0.05
8 85 241.4 55.7 85 239.4 55.5 -0.69 -0.41 -0.11 0.19 24 236.1 58.3 24 232.9 53.7 1.36 -0.17 0.40 0.97
8a
-- -- -- -- -- -- -- -- -- -- 53 256.4 54.3 53 256.4 59.5 -3.19 ** -1.02 -0.63 -0.24
8b
-- -- -- -- -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --
ALL 260 260 0.01 0.18 0.36§
253 253 -0.25 -0.07 0.11§
aAlgebra 1.
bGeometry.
cAlgebra 2.
Charter Traditional Effect Size Charter Traditional Effect Size
International Studies Charter (6045)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
§International Studies Charter has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
Individual Charter School Results B-42
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
92 244.7 56.1 92 243.9 54.0 -0.64 -0.38 -0.10 0.19 9 -- -- 9 -- -- -- -- -- --
9b
-- -- -- -- -- -- -- -- -- -- 54 253.0 54.0 54 252.7 57.1 -2.90 ** -0.95 -0.56 -0.18
9c
-- -- -- -- -- -- -- -- -- -- 13 429.9 59.8 13 430.7 60.1 -0.99 -1.18 -0.41 0.37
10b
74 250.4 56.2 74 250.4 54.5 -0.87 -0.47 -0.14 0.18 17 242.1 50.9 17 243.6 47.8 0.04 -0.66 0.01 0.69
10c
-- -- -- -- -- -- -- -- -- -- 40 421.4 55.2 40 419.6 49.1 1.56 -0.09 0.35 0.80
11c
-- -- -- -- -- -- -- -- -- -- 37 414.4 51.0 37 410.8 41.9 2.67 ** 0.16 0.63 1.10
ALL 166 166 -0.33 -0.12 0.10§
161 161 -0.21 0.01 0.23§
aAlgebra 1.
bGeometry.
cAlgebra 2.
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 post- test 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.
§International Studies Charter High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the
traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
International Studies Charter High School (7007)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
*p < .05. **p < .01. ***p < .001.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-43
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
91 234.4 49.6 91 234.4 48.6 2.14 * 0.03 0.32 0.61 64 232.7 40.0 64 231.2 41.5 -1.06 -0.54 -0.19 0.16
9b
-- -- -- -- -- -- -- -- -- -- 24 245.0 49.3 24 245.0 45.2 3.40 ** 0.40 1.00 1.60
9c
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
ALL 91 91 0.03 0.32 0.61§
88 88 -0.19 0.11 0.41§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
ITECH@Thomas Edison (7005)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
§ITECH@Thomas Edison has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-44
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 95 231.2 56.6 95 229.3 54.1 0.67 -0.19 0.10 0.38 95 231.3 59.4 95 229.7 53.2 4.38 *** 0.35 0.64 0.93
ALL 95 95 -0.19 0.10 0.38§
95 95 0.35 0.64 0.93§
Traditional Effect Size
Just Arts & Management (6083)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
§Just Arts & Management has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-45
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
245 232.2 47.6 245 230.5 47.5 -1.07 -0.27 -0.10 0.08 156 233.5 43.4 156 234.6 41.2 2.68 ** 0.08 0.30 0.53
9b
-- -- -- -- -- -- -- -- -- -- 53 238.8 48.1 53 242.1 48.4 0.83 -0.22 0.16 0.54
9c
-- -- -- -- -- -- -- -- -- -- 28 408.0 50.6 28 416.8 49.1 2.82 ** 0.22 0.77 1.31
10b
293 235.3 46.7 293 235.1 47.1 -0.57 -0.21 -0.05 0.11 175 232.4 41.1 175 232.1 40.7 0.38 -0.17 0.04 0.25
10c
-- -- -- -- -- -- -- -- -- -- 67 417.1 49.4 67 416.5 44.0 3.60 *** 0.28 0.63 0.97
11c
-- -- -- -- -- -- -- -- -- -- 162 394.0 39.1 162 396.0 36.3 3.36 *** 0.15 0.37 0.59
ALL 538 538 -0.19 -0.07 0.05§
641 641 0.18 0.29 0.40§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
§Keys Gate High School has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Keys Gate High School (7050)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference StatisticsReading Mathematics
Difference Difference
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 post- test 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.
Individual Charter School Results B-46
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
1 187 512.5 558.7 187 513.1 573.4 -3.65 *** -0.58 -0.38 -0.17 190 514.9 547.0 190 512.9 558.9 -3.82 *** -0.60 -0.39 -0.19
2 207 569.2 611.1 207 571.9 611.2 0.11 -0.18 0.01 0.20 206 560.9 590.9 206 562.1 603.8 -4.38 *** -0.63 -0.43 -0.24
3 223 615.4 50.7 223 614.4 50.7 -0.07 -0.19 -0.01 0.18 223 602.1 51.0 223 602.6 51.4 -0.23 -0.21 -0.02 0.16
4 237 205.5 51.2 237 204.6 52.1 -2.07 * -0.37 -0.19 -0.01 236 208.1 50.8 236 206.3 53.1 -4.76 *** -0.62 -0.44 -0.26
5 251 213.9 50.6 251 214.2 50.4 0.62 -0.12 0.06 0.23 251 211.8 48.8 251 214.9 47.6 3.41 *** 0.13 0.30 0.48
6 231 218.3 49.6 231 219.2 48.5 3.20 ** 0.11 0.30 0.48 230 216.9 49.5 230 217.3 47.8 4.46 *** 0.23 0.42 0.60
7 245 225.7 48.0 245 225.5 49.7 -2.07 * -0.36 -0.19 -0.01 192 221.6 45.6 192 219.6 46.4 -1.22 -0.33 -0.13 0.07
7a
-- -- -- -- -- -- -- -- -- -- 46 248.6 55.1 46 248.0 57.5 -1.45 -0.72 -0.30 0.11
8 254 226.2 47.3 254 228.5 48.6 -0.28 -0.20 -0.02 0.15 135 223.9 48.1 135 223.7 48.2 0.37 -0.19 0.04 0.28
8a
-- -- -- -- -- -- -- -- -- -- 53 235.8 50.0 53 240.7 48.0 2.15 * 0.04 0.42 0.81
8b
-- -- -- -- -- -- -- -- -- -- 55 241.0 49.7 55 245.0 57.4 -5.44 *** -1.45 -1.05 -0.65
ALL 1,835 1,835 -0.11 -0.05 0.02§
1,817 1,817 -0.15 -0.09 -0.02§
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Note . Pre- and post- tests vary with grade. Grades followed by superscripts are used to indicate groups of students who participated in End of Course mathematics assessments when
more than one statewide mathematics assessment was administered. Observed mean pre- and post- test 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.
§Keys Gate has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based on
the confidence intervals of the effect sizes reported for "ALL" grades above.
Keys Gate (3610)
Charter School vs. Traditional M-DCPS Comparison Group
Individual Charter School Results B-47
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
46 231.5 48.1 46 232.7 48.7 -1.22 -0.67 -0.26 0.15 27 236.7 44.1 27 233.8 43.9 -1.32 -0.90 -0.37 0.17
9b
-- -- -- -- -- -- -- -- -- -- 17 249.5 53.2 17 247.4 50.1 0.31 -0.56 0.11 0.78
10b
54 242.2 48.5 54 240.6 50.7 -2.97 ** -0.96 -0.58 -0.19 45 237.4 46.5 45 235.0 44.7 -0.08 -0.43 -0.02 0.40
10c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 26 428.8 39.7 26 422.3 42.5 -1.74 -1.04 -0.49 0.06
ALL 100 100 -0.71 -0.43 -0.15§
115 115 -0.44 -0.18 0.07§
Life Skills Center Northwest Miami (7066)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Life Skills Center Northwest Miami has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-48
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
10b
12 213.2 32.7 12 210.9 39.0 -2.13 * -1.75 -0.91 -0.06 1 -- -- 1 -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
ALL 12 12 -1.75 -0.91 -0.06§
-- -- -- -- -- -- -- -- -- --§
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Life Skills Center of Miami (7015)
Mean Pre- and Post- Test Scores and Difference Statistics
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 post- test 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.
§Life Skills Center of Miami has test scores that are significantly lower in Reading than those of the traditional school comparison group, based on the confidence intervals of the
Charter School vs. Traditional M-DCPS Comparison Group
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-49
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
1 52 488.7 554.1 52 483.1 551.6 0.23 -0.34 0.05 0.43 52 501.1 551.8 52 502.0 539.4 1.91 -0.01 0.38 0.77
2 43 553.7 596.3 43 553.9 593.7 0.36 -0.34 0.08 0.50 43 549.5 570.9 43 549.2 597.8 -4.05 *** -1.33 -0.88 -0.44
3 49 586.4 48.2 49 587.1 44.0 2.81 ** 0.17 0.57 0.98 49 589.6 51.5 49 590.4 48.4 2.16 * 0.04 0.44 0.84
4 34 195.7 50.2 34 194.9 46.3 2.16 * 0.05 0.53 1.02 34 206.1 50.8 34 201.5 47.6 0.93 -0.25 0.23 0.71
5 30 208.5 51.4 30 208.0 46.3 3.02 ** 0.27 0.79 1.32 30 227.7 49.5 30 226.4 48.6 0.62 -0.34 0.16 0.67
6 5 -- -- 5 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --
ALL 213 213 0.16 0.36 0.55§
208 208 -0.10 0.09 0.29§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Lincoln Marti Leisure City has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Lincoln Marti Leisure City (5043)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-50
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
1 95 469.5 515.2 95 471.6 545.0 -5.85 *** -1.15 -0.85 -0.56 94 477.4 534.5 94 477.7 546.0 -3.23 ** -0.76 -0.47 -0.18
2 87 537.2 589.1 87 537.9 596.1 -2.59 * -0.69 -0.39 -0.09 87 561.0 598.9 87 558.6 606.5 -2.60 * -0.70 -0.40 -0.10
3 71 602.3 48.5 71 602.0 49.7 -1.79 -0.63 -0.30 0.03 72 600.7 48.3 72 599.9 48.1 -0.67 -0.44 -0.11 0.21
4 48 199.0 49.3 48 198.6 49.9 -1.73 -0.76 -0.36 0.05 48 216.7 50.5 48 213.5 51.2 -2.51 * -0.92 -0.52 -0.11
5 67 218.9 49.4 67 215.0 50.5 -2.86 ** -0.84 -0.50 -0.15 67 221.0 45.3 67 219.6 50.9 -6.90 *** -1.57 -1.20 -0.83
6 64 214.8 47.5 64 211.9 45.0 0.46 -0.26 0.08 0.43 64 222.5 47.7 64 219.4 46.3 -1.17 -0.56 -0.21 0.14
7 44 223.0 45.1 44 218.2 46.3 -2.63 * -0.99 -0.57 -0.14 44 237.2 55.9 44 229.0 49.9 1.61 -0.07 0.35 0.77
8 41 222.5 47.4 41 216.2 44.8 -0.22 -0.48 -0.05 0.38 41 242.5 60.0 41 232.1 51.4 1.79 -0.04 0.40 0.84
ALL 517 517 -0.52 -0.40 -0.27§
517 517 -0.44 -0.32 -0.20§
§Lincoln Marti Little Havana has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Lincoln Marti Little Havana (5025)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-51
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
1 38 555.9 596.2 38 552.8 589.8 0.75 -0.28 0.17 0.62 38 531.3 614.6 38 529.3 567.3 5.74 *** 0.84 1.33 1.83
2 36 565.6 627.5 36 565.3 607.5 3.00 ** 0.24 0.72 1.19 36 580.4 679.4 36 584.2 598.7 9.51 *** 1.68 2.27 2.87
3 40 600.5 48.0 40 599.8 50.1 -1.20 -0.71 -0.27 0.17 40 610.3 51.5 40 607.7 51.2 0.18 -0.40 0.04 0.48
4 34 189.9 48.4 34 191.2 45.5 1.89 -0.02 0.47 0.95 34 192.2 47.4 34 191.8 44.2 2.36 * 0.10 0.58 1.07
5 37 212.4 51.4 37 212.3 51.1 0.41 -0.36 0.10 0.55 37 219.0 47.1 37 218.4 50.4 -1.97 -0.93 -0.46 0.00
6 27 212.5 47.6 27 212.9 45.0 1.21 -0.20 0.34 0.87 27 204.8 47.9 27 207.1 41.4 3.05 ** 0.29 0.85 1.40
7 31 218.4 48.6 31 216.8 43.4 2.52 * 0.14 0.65 1.16 31 217.9 48.6 31 216.7 44.7 1.70 -0.06 0.44 0.94
8 21 227.2 51.7 21 228.5 48.5 1.30 -0.20 0.41 1.02 11 213.5 44.9 11 215.4 44.0 -0.11 -0.89 -0.05 0.79
8a
-- -- -- -- -- -- -- -- -- -- 10 242.1 51.1 10 243.0 46.3 0.92 -0.46 0.43 1.32
ALL 264 264 0.12 0.29 0.47§
254 254 0.38 0.56 0.74§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Lincoln Marti Hialeah has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Lincoln Marti Hialeah (5007)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-52
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
1 166 527.4 583.4 166 527.5 583.0 -1.57 -0.39 -0.17 0.04 166 532.9 581.0 166 533.3 578.9 -0.68 -0.29 -0.07 0.14
2 144 586.7 626.9 144 584.2 626.6 -1.62 -0.42 -0.19 0.04 144 580.5 616.3 144 579.8 624.1 -4.05 *** -0.71 -0.48 -0.24
3 149 622.7 53.3 149 622.1 53.9 -2.21 * -0.49 -0.26 -0.03 148 612.0 53.7 148 611.6 52.2 0.48 -0.17 0.06 0.28
4 143 211.4 54.8 143 210.3 53.1 -0.04 -0.24 0.00 0.23 143 214.2 55.4 143 214.1 53.3 0.90 -0.13 0.11 0.34
5 130 219.9 54.3 130 219.4 53.8 -1.77 -0.46 -0.22 0.02 130 219.8 49.7 130 220.9 51.9 -5.51 *** -0.94 -0.69 -0.44
ALL 732 732 -0.27 -0.17 -0.07§
731 731 -0.30 -0.19 -0.09§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Mater Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based on
the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Mater Academy (0100)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Individual Charter School Results B-53
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
1 35 538.1 600.1 35 534.8 582.6 0.86 -0.26 0.21 0.68 35 545.4 595.0 35 541.4 595.7 -0.79 -0.66 -0.19 0.28
2 18 591.9 638.7 18 579.7 616.6 1.00 -0.32 0.34 1.00 18 594.4 622.2 18 578.2 627.3 -1.62 -1.22 -0.56 0.11
3 14 632.6 55.4 14 614.0 50.6 0.06 -0.72 0.02 0.76 14 602.3 46.6 14 599.2 51.9 -3.08 ** -2.02 -1.21 -0.40
4 12 219.7 57.9 12 214.9 58.6 -1.58 -1.50 -0.68 0.15 12 216.3 53.7 12 223.0 59.1 -1.11 -1.29 -0.47 0.34
5 9 -- -- 9 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --
ALL 88 88 -0.24 0.08 0.39§
79 79 -0.79 -0.48 -0.16§
§Mater Academy At Mt. Sinai has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Mater Academy at Mt. Sinai (5054)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-54
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
1 126 511.8 578.1 126 510.3 568.7 -0.24 -0.28 -0.03 0.22 126 513.1 561.3 126 514.8 556.6 -0.31 -0.29 -0.04 0.21
2 118 595.2 621.0 118 589.1 624.5 -3.40 *** -0.70 -0.44 -0.19 118 576.4 617.3 118 574.4 610.3 -0.38 -0.30 -0.05 0.21
3 79 633.9 56.8 79 629.0 55.4 -0.34 -0.37 -0.05 0.26 79 622.3 57.8 79 620.4 54.3 1.78 -0.03 0.29 0.60
4 71 217.9 58.7 71 214.1 55.3 0.97 -0.16 0.16 0.49 71 225.9 61.2 71 222.7 56.0 3.23 ** 0.21 0.55 0.88
5 65 221.9 55.2 65 222.0 53.7 -0.32 -0.40 -0.06 0.29 65 236.7 56.0 65 233.5 54.3 -0.43 -0.42 -0.08 0.27
ALL 459 459 -0.24 -0.11 0.02§
459 459 -0.03 0.10 0.23§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Mater Academy East has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Mater Academy East (3100)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-55
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
93 236.5 49.8 93 235.4 49.4 -1.95 -0.58 -0.29 0.00 55 228.6 43.1 55 229.7 41.6 -0.69 -0.51 -0.13 0.24
9c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
10c
101 237.1 49.2 101 236.8 47.8 -0.78 -0.39 -0.11 0.17 39 406.9 41.9 39 409.3 42.6 -1.04 -0.68 -0.24 0.21
11c
-- -- -- -- -- -- -- -- -- -- 38 395.9 40.2 38 396.1 37.6 -0.28 -0.51 -0.07 0.38
ALL 194 194 -0.39 -0.19 0.00§
132 132 -0.39 -0.14 0.10§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Mater Academy East High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
Mater Academy East High School (7037)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Individual Charter School Results B-56
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
481 244.5 53.7 481 244.3 52.5 -2.37 * -0.28 -0.15 -0.03 172 240.8 47.8 172 240.9 48.3 -3.20 ** -0.56 -0.35 -0.13
9b
-- -- -- -- -- -- -- -- -- -- 238 247.8 55.0 238 247.4 50.8 2.48 * 0.05 0.23 0.41
9c
-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- --
10b
398 243.7 53.2 398 242.7 52.5 -3.63 *** -0.40 -0.26 -0.12 173 239.1 47.7 173 239.1 45.3 0.50 -0.16 0.05 0.26
10c
-- -- -- -- -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 231 418.0 44.3 231 414.7 40.6 -0.10 -0.19 -0.01 0.17
ALL 879 879 -0.29 -0.20 -0.11§
814 814 -0.09 0.00 0.10§
§Mater Academy High School has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Mater Academy High School (7160)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Individual Charter School Results B-57
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
20 235.5 51.9 20 234.4 48.1 1.15 -0.25 0.37 1.00 16 232.4 50.4 16 232.5 45.3 1.38 -0.20 0.50 1.21
9b
-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
ALL 20 20 -0.25 0.37 1.00§
16 16 -0.20 0.50 1.21§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Mater Academy High School International Studies has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of
the traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Mater Academy High School International Studies (7024)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-58
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
1 116 513.3 565.4 116 511.4 569.1 -1.72 -0.48 -0.23 0.03 116 513.6 563.4 116 514.4 559.3 0.35 -0.21 0.05 0.30
2 115 560.0 604.3 115 560.3 603.2 -0.64 -0.34 -0.09 0.17 114 551.4 612.3 114 551.1 595.5 2.82 ** 0.11 0.38 0.64
3 103 609.5 49.6 103 609.1 49.1 -0.28 -0.31 -0.04 0.23 103 608.3 48.4 103 607.9 48.8 -1.13 -0.43 -0.16 0.12
4 73 203.6 50.1 73 204.2 51.1 -1.73 -0.62 -0.29 0.04 73 211.9 49.2 73 211.0 53.2 -5.46 *** -1.25 -0.91 -0.57
5 24 207.8 44.3 24 207.9 47.3 -2.34 * -1.27 -0.69 -0.11 24 214.5 47.7 24 214.5 47.4 -0.73 -0.78 -0.21 0.35
ALL 431 431 -0.31 -0.18 -0.04§
430 430 -0.22 -0.08 0.05§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Mater Academy International Studies has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Mater Academy Intertnational Studies (1017)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Individual Charter School Results B-59
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
6 241 227.3 53.8 241 227.0 52.8 -0.01 -0.18 0.00 0.18 241 231.7 54.7 241 228.2 52.3 0.12 -0.17 0.01 0.19
7 289 234.6 53.9 289 234.5 53.0 0.02 -0.16 0.00 0.16 271 238.4 52.6 271 233.2 53.0 -6.86 *** -0.76 -0.59 -0.42
7a
-- -- -- -- -- -- -- -- -- -- 17 257.9 59.2 17 257.5 58.8 -0.68 -0.92 -0.24 0.43
8 256 239.5 53.5 256 239.1 53.8 -2.27 * -0.37 -0.20 -0.03 163 237.6 57.2 163 233.4 51.2 3.46 *** 0.17 0.38 0.60
8a
-- -- -- -- -- -- -- -- -- -- 89 258.9 60.0 89 258.1 59.2 0.77 -0.18 0.12 0.41
8b
-- -- -- -- -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
ALL 786 786 -0.16 -0.06 0.03§
781 781 -0.21 -0.11 -0.01§
§Mater Academy Lakes Middle has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
Mater Academy Lakes Middle (6033)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-60
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
6 405 228.2 52.4 405 227.1 52.3 -1.49 -0.24 -0.10 0.03 406 229.5 53.7 406 227.1 51.5 1.44 -0.04 0.10 0.24
7 409 231.3 52.8 409 231.9 52.1 0.54 -0.10 0.04 0.18 407 237.0 54.0 407 230.9 52.5 -3.55 *** -0.39 -0.25 -0.11
7a
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
8 473 238.7 54.5 473 239.2 53.7 0.85 -0.07 0.06 0.18 136 227.0 50.1 136 224.7 47.4 1.08 -0.11 0.13 0.37
8a
-- -- -- -- -- -- -- -- -- -- 273 247.3 56.2 273 246.5 53.0 3.53 *** 0.13 0.30 0.47
8b
-- -- -- -- -- -- -- -- -- -- 61 257.4 63.9 61 256.6 62.4 1.17 -0.14 0.21 0.57
ALL 1287 1287 -0.08 0.00 0.08§
1283 1283 -0.04 0.04 0.12§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Mater Academy Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Mater Academy Middle (6012)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
Individual Charter School Results B-61
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
5 45 215.1 54.1 45 213.9 49.1 3.35 ** 0.29 0.71 1.14 45 225.9 54.5 45 224.1 51.2 1.85 -0.02 0.39 0.81
6 47 216.3 51.5 47 214.6 45.2 3.49 *** 0.31 0.73 1.14 47 222.8 53.1 47 220.9 45.1 5.24 *** 0.66 1.09 1.53
7 52 224.8 52.3 52 223.5 48.3 2.05 * 0.02 0.41 0.79 52 231.5 52.4 52 227.8 49.9 0.26 -0.33 0.05 0.44
8 38 235.5 54.3 38 234.6 52.1 0.69 -0.29 0.16 0.61 18 224.7 58.1 18 223.5 46.9 4.48 *** 0.79 1.54 2.28
8a
-- -- -- -- -- -- -- -- -- -- 20 250.6 57.6 20 251.6 53.3 1.58 -0.12 0.51 1.14
ALL 182 182 0.30 0.51 0.72§
182 182 0.35 0.56 0.78§
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Mater Academy Middle International Studies has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
Mater Academy Middle International Studies (6047)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Individual Charter School Results B-62
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
316 246.2 55.3 316 246.0 53.3 1.23 -0.06 0.10 0.25 170 244.4 50.3 170 242.7 47.0 -0.03 -0.22 0.00 0.21
9b
-- -- -- -- -- -- -- -- -- -- 135 256.1 58.8 135 255.3 57.1 -0.60 -0.31 -0.07 0.17
9c
-- -- -- -- -- -- -- -- -- -- 12 424.7 53.2 12 426.6 50.5 0.17 -0.73 0.07 0.87
10b
289 245.8 53.6 289 245.4 53.2 -3.41 *** -0.45 -0.28 -0.12 165 240.7 49.4 165 241.7 49.7 -1.78 -0.41 -0.20 0.02
10c
-- -- -- -- -- -- -- -- -- -- 68 423.6 55.9 68 423.0 50.4 1.61 -0.06 0.28 0.62
11c
-- -- -- -- -- -- -- -- -- -- 124 402.1 42.8 124 404.6 40.7 1.32 -0.08 0.17 0.42
ALL 605 605 -0.20 -0.08 0.03§
674 674 -0.11 0.00 0.10§
§Mater Academy Lakes High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
aAlgebra 1.
bGeometry.
cAlgebra 2.
Mater Academy Lakes High School (7018)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Individual Charter School Results B-63
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 94 217.7 47.8 94 215.2 46.9 0.04 -0.28 0.01 0.29 94 225.7 46.4 94 221.4 45.9 -1.49 -0.51 -0.22 0.07
7 117 224.1 49.0 117 223.3 50.2 -2.40 * -0.57 -0.31 -0.06 104 220.7 47.0 104 219.0 46.8 -1.19 -0.44 -0.17 0.11
7a
-- -- -- -- -- -- -- -- -- -- 11 253.4 59.5 11 252.9 56.6 1.20 -0.32 0.54 1.39
8 105 230.8 50.6 105 226.6 48.5 1.05 -0.12 0.15 0.42 77 226.8 50.1 77 224.8 46.9 2.14 * 0.03 0.35 0.66
8a
-- -- -- -- -- -- -- -- -- -- 22 248.4 52.2 22 246.5 50.1 0.81 -0.34 0.25 0.84
ALL 316 316 -0.22 -0.07 0.09§
308 308 -0.16 0.00 0.16§
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 post- test 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.
§Mater East Academy Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Mater East Academy Middle (6009)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-64
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
1 88 543.4 594.8 88 537.3 608.3 -4.39 *** -0.97 -0.67 -0.36 88 527.6 588.3 88 525.7 591.2 -1.57 -0.53 -0.24 0.06
2 96 580.9 618.2 96 585.2 620.8 -0.83 -0.40 -0.12 0.16 96 575.2 616.0 96 578.5 612.7 0.27 -0.24 0.04 0.32
3 98 640.0 54.8 98 635.0 55.2 -2.07 * -0.58 -0.30 -0.02 98 634.5 56.1 98 628.1 53.1 1.89 -0.01 0.27 0.55
4 89 207.3 52.6 89 208.1 52.0 0.26 -0.26 0.04 0.33 89 208.8 53.8 89 207.3 52.0 0.98 -0.15 0.15 0.44
5 101 223.1 53.9 101 222.3 54.4 -1.88 -0.54 -0.27 0.01 101 233.7 54.9 101 230.8 54.8 -1.68 -0.51 -0.24 0.04
ALL 472 472 -0.38 -0.26 -0.13§
472 472 -0.13 0.00 0.12§
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 post- test 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.
§Mater Gardens Academy has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Mater Gardens Academy (0312)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Individual Charter School Results B-65
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 70 229.4 53.2 70 228.4 55.2 -2.86 ** -0.82 -0.49 -0.15 70 233.7 57.8 70 232.0 57.8 -1.62 -0.61 -0.28 0.06
7 73 234.1 52.7 73 234.0 53.3 -1.40 -0.56 -0.23 0.09 47 232.4 53.7 47 229.3 50.3 2.02 * 0.01 0.42 0.83
7a
-- -- -- -- -- -- -- -- -- -- 26 250.3 61.0 26 250.0 56.3 3.06 ** 0.30 0.87 1.44
8 70 236.3 52.4 70 235.3 52.0 -0.63 -0.44 -0.11 0.22 29 239.6 61.8 29 236.0 51.8 3.67 *** 0.43 0.98 1.53
8a
-- -- -- -- -- -- -- -- -- -- 41 255.5 61.8 41 253.5 58.0 1.71 -0.05 0.38 0.82
ALL 213 213 -0.46 -0.27 -0.08§
213 213 0.11 0.30 0.49§
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Mater Gardens Academy Middle has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
Mater Gardens Academy Middle (6042)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Individual Charter School Results B-66
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
1 22 501.0 585.2 22 492.5 586.1 -1.11 -0.94 -0.34 0.25 22 512.6 563.5 22 513.1 565.4 -0.69 -0.81 -0.21 0.38
2 20 573.4 624.7 20 578.2 624.7 -0.15 -0.67 -0.05 0.57 20 573.9 638.6 20 571.9 621.9 0.97 -0.31 0.31 0.94
3 19 604.6 52.4 19 603.7 52.6 -0.20 -0.70 -0.07 0.57 19 581.3 51.2 19 580.1 53.8 -1.70 -1.22 -0.57 0.08
4 19 210.4 56.3 19 208.7 54.4 0.50 -0.47 0.17 0.80 19 212.8 55.7 19 215.5 56.7 -0.35 -0.75 -0.12 0.52
5 20 224.9 55.0 20 225.4 55.6 -0.44 -0.76 -0.14 0.48 20 226.8 54.3 20 227.0 54.8 -0.49 -0.78 -0.16 0.46
6 19 221.4 52.9 19 222.0 51.1 0.92 -0.33 0.31 0.95 19 224.6 48.9 19 225.7 51.0 -0.89 -0.93 -0.30 0.34
7 19 231.6 57.2 19 234.4 52.5 2.52 * 0.17 0.84 1.50 19 229.5 52.8 19 228.7 50.6 0.79 -0.38 0.26 0.90
8 20 241.8 58.2 20 240.1 55.5 1.50 -0.14 0.49 1.12 11 236.7 55.9 11 230.1 53.5 -1.51 -1.54 -0.67 0.19
8a
-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --
ALL 158 158 -0.09 0.13 0.35§
149 149 -0.38 -0.15 0.08§
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 post- test 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.
§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 intervals of the effect sizes reported for "ALL" grades above.
Mater Grove Academy (5045)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-67
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
72 255.5 59.6 72 256.0 58.7 -1.03 -0.50 -0.17 0.15 12 248.4 50.8 12 239.4 45.1 -0.97 -1.22 -0.41 0.40
9b
-- -- -- -- -- -- -- -- -- -- 51 249.5 56.3 51 249.0 56.0 -0.55 -0.50 -0.11 0.28
10b
98 254.3 59.0 98 254.8 58.4 -2.56 * -0.65 -0.37 -0.08 11 246.2 49.7 11 245.1 50.4 -1.17 -1.37 -0.52 0.33
10c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 36 430.3 50.3 36 428.3 46.8 -0.10 -0.49 -0.02 0.44
ALL 170 170 -0.50 -0.28 -0.07§
110 110 -0.42 -0.15 0.11§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Mater Performing Arts & Entertainment (7014)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
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 post- test 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.
§Mater Performing Arts & Entertainment has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-68
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
25 233.4 50.4 25 234.0 48.6 0.52 -0.41 0.15 0.71 24 237.8 50.1 24 235.5 44.5 1.05 -0.26 0.31 0.88
ALL 25 25 -0.41 0.15 0.71§
24 24 -0.26 0.31 0.88§
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Mater Prep. Academy High School (7025)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
§Mater Prep. Academy High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Charter Traditional Effect Size Charter
Individual Charter School Results B-69
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
1 14 511.0 583.6 14 500.4 577.8 -0.60 -0.98 -0.23 0.51 14 528.0 575.6 14 523.9 578.5 -1.13 -1.19 -0.44 0.31
2 21 597.7 630.3 21 592.0 628.8 -0.58 -0.79 -0.18 0.42 21 584.7 646.7 21 578.0 608.3 4.22 *** 0.66 1.33 2.01
3 16 619.2 52.6 16 620.0 53.3 -0.51 -0.88 -0.19 0.51 16 606.9 55.8 16 603.7 54.8 -0.09 -0.73 -0.03 0.66
4 20 211.9 59.0 20 214.2 54.4 2.80 ** 0.26 0.91 1.56 20 213.1 56.7 20 214.5 54.6 1.24 -0.23 0.40 1.03
5 19 218.1 54.3 19 217.0 52.8 0.28 -0.54 0.09 0.73 19 219.3 51.3 19 218.2 47.3 2.03 * 0.02 0.68 1.33
6 17 226.7 53.5 17 225.6 54.5 -0.36 -0.80 -0.13 0.54 17 225.6 50.4 17 223.6 51.1 -0.60 -0.89 -0.21 0.46
7 18 243.1 58.6 18 241.2 57.4 1.06 -0.30 0.36 1.02 19 235.2 55.0 19 234.0 52.9 1.29 -0.21 0.43 1.07
8 17 230.5 52.1 17 231.4 53.9 -0.33 -0.79 -0.12 0.56 12 225.6 49.4 12 226.1 49.0 -0.53 -1.03 -0.23 0.58
8a
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
ALL 142 142 -0.16 0.07 0.31§
138 138 0.05 0.29 0.53§
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 post- test 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.
§Mater Prep. Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional
Mater Prep. Academy (5046)
Effect Size Charter Traditional Effect Size
Individual Charter School Results B-70
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
1 72 511.4 576.5 72 512.0 570.9 0.14 -0.30 0.02 0.35 72 521.4 582.8 72 520.8 566.6 1.93 0.00 0.32 0.65
2 66 570.9 615.9 66 573.4 615.1 -0.20 -0.38 -0.04 0.31 66 573.1 616.0 66 572.9 610.4 0.46 -0.26 0.08 0.42
3 66 623.2 54.3 66 620.6 52.8 0.33 -0.28 0.06 0.40 66 617.4 52.0 66 615.3 55.5 -3.65 *** -0.99 -0.64 -0.29
4 38 203.0 52.1 38 204.2 52.7 -0.64 -0.60 -0.15 0.30 38 202.8 59.1 38 205.4 53.1 4.62 *** 0.59 1.07 1.56
5 37 212.5 49.8 37 211.9 50.1 -0.87 -0.66 -0.21 0.25 37 214.5 50.7 37 214.2 47.3 2.51 * 0.13 0.59 1.06
6 58 219.8 52.2 58 218.4 48.2 2.27 * 0.06 0.43 0.79 58 222.8 54.6 58 220.6 51.8 1.16 -0.15 0.22 0.58
7 42 231.1 53.2 42 227.3 48.9 1.88 -0.02 0.42 0.85 42 237.1 55.0 42 233.5 52.8 0.03 -0.42 0.01 0.43
8 39 233.8 54.3 39 230.8 50.1 2.03 * 0.02 0.46 0.91 37 235.9 59.4 37 232.8 53.1 3.08 ** 0.26 0.73 1.20
8a
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
ALL 418 418 -0.02 0.12 0.25§
416 416 0.07 0.21 0.34§
§Mater Village Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
Mater Village Academy (5047)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
Individual Charter School Results B-71
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
9b
4 -- -- 4 -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
10b
19 209.6 37.2 19 213.3 39.4 0.66 -0.42 0.22 0.86 2 -- -- 2 -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 10 383.5 22.0 10 392.2 30.3 -0.81 -1.27 -0.38 0.50
ALL 23 23 -0.42 0.22 0.86§
10 10 -1.27 -0.38 0.50§
Mavericks High School North (7062)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§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 confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-72
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
6 -- -- 6 -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
9b
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
10b
33 215.8 34.8 33 217.5 39.2 -0.55 -0.62 -0.14 0.34 4 -- -- 4 -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
ALL 39 39 -0.62 -0.14 0.34§ §
Difference Difference
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 post- test 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.
§Mavericks High School South has test scores that are not significantly different in Reading than those of the traditional school comparison group, based on the confidence intervals
of the effect sizes reported for "ALL" grades above.
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Mavericks High School South (7065)
Charter School vs. Traditional M-DCPS Comparison Group
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-73
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
6 196 229.9 53.7 196 232.2 57.8 -3.44 *** -0.55 -0.35 -0.15 195 228.7 53.6 195 233.6 57.1 0.20 -0.18 0.02 0.22
7 215 236.2 55.1 215 239.3 58.3 -2.53 * -0.43 -0.24 -0.05 179 229.9 52.0 179 236.5 56.4 -1.94 -0.41 -0.21 0.00
7a
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
8 178 241.5 53.7 178 248.1 59.4 -4.34 *** -0.67 -0.46 -0.25 112 237.6 59.1 112 234.8 54.9 0.64 -0.18 0.09 0.35
8a
-- -- -- -- -- -- -- -- -- -- 46 255.7 56.7 46 254.4 57.5 -0.61 -0.54 -0.13 0.28
8b
-- -- -- -- -- -- -- -- -- -- 16 244.1 54.5 16 249.9 62.7 -3.08 ** -1.87 -1.13 -0.38
9a
159 251.3 54.8 159 256.5 57.4 0.80 -0.13 0.09 0.31 95 247.8 51.6 95 247.7 51.4 2.68 ** 0.10 0.39 0.68
9b
-- -- -- -- -- -- -- -- -- -- 47 249.6 55.0 47 251.7 56.9 1.02 -0.19 0.21 0.62
9c
-- -- -- -- -- -- -- -- -- -- 11 427.3 54.5 11 431.7 61.4 -0.92 -1.26 -0.41 0.43
10b
146 249.8 54.7 146 255.2 57.6 1.58 -0.04 0.19 0.42 91 244.4 50.2 91 246.3 52.6 0.23 -0.26 0.03 0.32
10c
-- -- -- -- -- -- -- -- -- -- 29 428.6 54.8 29 430.0 58.3 -0.04 -0.53 -0.01 0.5011
c-- -- -- -- -- -- -- -- -- -- 48 418.8 49.9 48 422.5 49.6 3.13 ** 0.23 0.65 1.06
ALL 894 894 -0.27 -0.18 -0.09§
869 869 -0.06 0.03 0.13§
Miami Arts (7059)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
§Miami Arts has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school comparison group, based
on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-74
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
1 46 512.3 585.5 46 521.9 604.2 -1.19 -0.66 -0.25 0.16 46 513.8 565.2 46 519.6 599.2 -3.64 *** -1.19 -0.77 -0.34
2 54 578.7 622.9 54 593.7 629.4 0.89 -0.21 0.17 0.55 53 577.5 606.6 53 580.7 625.3 -1.44 -0.67 -0.28 0.10
3 47 628.4 54.4 47 630.0 56.3 -0.08 -0.42 -0.02 0.39 47 600.8 53.4 47 611.6 55.2 0.38 -0.33 0.08 0.48
4 47 211.2 54.5 47 212.7 57.0 -0.18 -0.44 -0.04 0.37 47 211.0 53.8 47 212.1 56.2 0.07 -0.39 0.02 0.42
5 46 220.4 54.0 46 222.8 56.8 -0.06 -0.42 -0.01 0.40 46 223.9 52.3 46 225.2 54.7 0.15 -0.38 0.03 0.44
ALL 240 240 -0.20 -0.02 0.16§
239 239 -0.36 -0.18 0.00§
§Miami Children's has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Miami Children's (4000)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-75
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
1 90 496.4 566.3 90 497.3 550.5 2.20 * 0.04 0.33 0.62 90 515.5 549.2 90 515.8 547.4 -0.01 -0.29 0.00 0.29
2 88 557.9 608.1 88 556.6 598.9 1.76 -0.03 0.27 0.56 88 547.3 601.9 88 548.1 594.0 0.91 -0.16 0.14 0.43
3 83 601.6 51.6 83 605.8 48.1 3.11 ** 0.18 0.49 0.79 83 602.1 53.6 83 599.9 50.8 1.87 -0.01 0.29 0.60
4 79 197.7 46.6 79 196.0 46.7 -1.29 -0.52 -0.21 0.11 79 201.8 51.4 79 202.6 47.2 3.88 *** 0.30 0.62 0.94
5 75 199.4 45.1 75 199.4 45.7 -1.21 -0.52 -0.20 0.12 75 210.9 47.4 75 212.6 47.0 0.62 -0.22 0.10 0.42
ALL 415 415 0.01 0.15 0.29§
415 415 0.08 0.22 0.36§
Miami Community (0102)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter
§Miami Community has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based
on the confidence intervals of the effect sizes reported for "ALL" grades above.
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-76
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
83 222.1 46.1 83 223.0 43.6 2.66 ** 0.11 0.41 0.72 43 223.5 36.3 43 226.4 39.0 -1.34 -0.72 -0.29 0.13
9b
-- -- -- -- -- -- -- -- -- -- 35 237.7 48.4 35 240.2 48.1 0.88 -0.26 0.21 0.68
10b
58 229.9 47.0 58 228.1 43.8 2.21 * 0.05 0.41 0.78 46 233.0 45.1 46 231.1 42.6 1.87 -0.02 0.39 0.81
10c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
ALL 141 141 0.18 0.41 0.65§
124 124 -0.15 0.10 0.35§
Miami Community High School (7058)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Miami Community High School has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-77
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 91 209.8 43.4 91 208.5 45.0 -1.96 -0.58 -0.29 0.00 92 213.4 44.9 92 213.5 46.8 -2.16 * -0.61 -0.32 -0.03
7 77 218.9 44.4 77 218.4 45.6 -1.13 -0.50 -0.18 0.13 59 222.8 44.8 59 221.9 47.7 -2.90 ** -0.91 -0.54 -0.17
7a
-- -- -- -- -- -- -- -- -- -- 18 252.2 49.8 18 250.2 54.1 -0.83 -0.94 -0.29 0.37
8 97 214.9 44.4 97 217.2 43.7 1.68 -0.04 0.24 0.53 3 -- -- 3 -- -- -- -- -- --
8a
-- -- -- -- -- -- -- -- -- -- 73 223.2 38.8 73 239.8 47.2 -0.69 -0.44 -0.11 0.21
8b
-- -- -- -- -- -- -- -- -- -- 19 243.1 55.4 19 242.4 55.3 0.51 -0.47 0.17 0.81
ALL 265 265 -0.24 -0.06 0.11§
261 261 -0.44 -0.27 -0.10§
§Miami Community Middle has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Miami Community Middle (6048)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-78
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
9 1 -- -- 1 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --
10 4 -- -- 4 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- --§
2 -- -- 2 -- -- -- -- -- --§
North Gardens High School (7068)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.§North Gardens High School has test scores that could not be compared in Reading and could not be compared in Mathematics with those of the traditional school comparison
group, due to the small number of students who met the criteria for inclusion in the analysis.
Individual Charter School Results B-79
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
10 6 -- -- 6 -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- --§
1 -- -- 1 -- -- -- -- -- --§
North Park High School (7069)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.§North Park High School has test scores that could not be compared in Reading and could not be compared in Mathematics with those of the traditional school comparision group,
due to the small number of students who met the criteria for inclusion in the analysis.
Individual Charter School Results B-80
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
1 8 -- -- 8 -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --
2 11 582.2 618.7 11 587.0 628.5 0.02 -0.83 0.01 0.85 11 587.2 608.7 11 601.4 615.7 0.63 -0.56 0.28 1.12
3 18 624.9 51.4 18 624.8 52.9 -0.11 -0.69 -0.04 0.62 19 613.5 47.6 19 619.1 54.6 -2.55 * -1.52 -0.85 -0.19
4 17 206.5 51.3 17 202.9 50.7 1.09 -0.29 0.38 1.06 17 203.9 47.9 17 207.2 54.3 -1.08 -1.06 -0.38 0.30
5 15 211.6 47.3 15 212.4 52.3 -1.12 -1.15 -0.42 0.30 15 206.7 45.4 15 213.6 46.7 1.73 -0.08 0.65 1.39
6 4 -- -- 4 -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
7 9 -- -- 9 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --
8 9 -- -- 9 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --
ALL 91 91 -0.36 -0.01 0.35§
62 62 -0.51 -0.15 0.21§
Oxford Academy of Miami (5010)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Oxford Academy of Miami has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-81
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
6 139 227.4 52.2 139 227.4 53.4 -2.89 ** -0.58 -0.35 -0.11 139 229.1 51.9 139 228.4 55.0 -5.73 *** -0.93 -0.69 -0.45
7 171 233.0 51.6 171 232.5 51.9 -1.77 -0.40 -0.19 0.02 139 225.2 52.0 139 227.1 52.2 -0.20 -0.26 -0.02 0.21
7a
-- -- -- -- -- -- -- -- -- -- 30 247.1 55.9 30 248.0 59.1 -2.05 * -1.05 -0.54 -0.02
8 191 238.3 54.1 191 239.3 54.4 -1.01 -0.30 -0.10 0.10 103 233.2 54.1 103 233.9 54.3 -1.16 -0.44 -0.16 0.11
8a
-- -- -- -- -- -- -- -- -- -- 63 252.2 54.4 63 252.5 54.8 -1.20 -0.57 -0.21 0.14
8b
-- -- -- -- -- -- -- -- -- -- 23 252.3 59.4 23 251.7 57.0 1.49 -0.14 0.45 1.03ALL 501 501 -0.33 -0.20 -0.08
§497 497 -0.39 -0.27 -0.14
§
Pinecrest Academy (6022)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Pinecrest Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based
on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-82
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
1 107 513.1 584.9 107 515.1 585.8 -1.17 -0.43 -0.16 0.11 107 528.7 567.9 107 528.6 579.3 -3.72 *** -0.78 -0.51 -0.24
2 124 586.9 630.5 124 589.4 631.8 -0.98 -0.37 -0.13 0.12 124 568.3 621.5 124 569.5 618.5 -0.05 -0.26 -0.01 0.24
3 124 637.9 55.5 124 637.3 56.3 -2.15 * -0.52 -0.27 -0.02 124 625.7 55.8 124 626.3 55.8 -0.93 -0.37 -0.12 0.13
4 99 214.6 55.8 99 214.8 55.9 -0.86 -0.40 -0.12 0.16 99 218.4 54.8 99 219.2 58.2 -4.39 *** -0.91 -0.63 -0.34
5 110 226.1 58.4 110 225.3 55.3 2.66 ** 0.09 0.36 0.63 110 226.2 57.5 110 225.5 53.4 4.45 *** 0.33 0.60 0.87
ALL 564 564 -0.19 -0.07 0.05§
564 564 -0.23 -0.12 0.00§
Mathematics
Difference Difference
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 post- test 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.
§Pinecrest Academy South has test scores that are not significantly lower in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Pinecrest Academy South (0342)
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading
Individual Charter School Results B-83
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
1 71 549.3 601.5 71 540.7 608.1 -3.20 ** -0.88 -0.54 -0.21 71 540.5 587.8 71 540.1 582.2 -0.10 -0.35 -0.02 0.31
2 71 610.1 635.5 71 604.1 640.8 -2.86 ** -0.82 -0.48 -0.15 71 601.9 615.2 71 596.3 641.2 -6.77 *** -1.50 -1.14 -0.79
3 71 630.0 56.4 71 627.4 56.5 -1.66 -0.61 -0.28 0.05 71 621.5 57.2 71 620.9 56.6 -0.51 -0.41 -0.09 0.24
4 66 218.1 56.6 66 218.5 59.3 -3.67 *** -0.99 -0.64 -0.29 65 220.4 59.0 65 220.2 59.7 -1.31 -0.58 -0.23 0.11
5 68 226.7 56.7 68 228.9 57.8 -1.53 -0.60 -0.26 0.07 67 232.9 58.9 67 235.0 57.0 1.39 -0.10 0.24 0.58
ALL 347 347 -0.59 -0.44 -0.29 345 345 -0.38 -0.23 -0.08§
Pinecrest Academy Springs (5048)
aAlgebra 1.
bGeometry.
cAlgebra 2.
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
*p < .05. **p < .01. ***p < .001.
§Pinecrest Academy Springs has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-84
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
1 79 539.8 591.4 79 538.7 603.9 -3.40 *** -0.86 -0.54 -0.23 79 542.5 579.8 79 540.9 592.2 -3.54 *** -0.88 -0.57 -0.25
2 124 590.0 631.0 124 590.3 634.1 -1.37 -0.42 -0.18 0.07 124 578.6 619.5 124 580.1 625.6 -1.86 -0.49 -0.24 0.01
3 117 640.3 57.5 117 639.3 57.3 -0.62 -0.34 -0.08 0.17 117 629.9 56.3 117 628.5 57.0 -1.81 -0.50 -0.24 0.02
4 71 211.8 54.2 71 212.1 56.8 -2.47 * -0.75 -0.42 -0.08 71 208.8 52.4 71 208.9 54.5 -1.30 -0.55 -0.22 0.11
5 74 223.2 55.0 74 222.9 55.5 -0.55 -0.41 -0.09 0.23 74 226.9 52.1 74 228.2 53.2 -0.48 -0.40 -0.08 0.24
6 70 230.2 56.2 70 230.5 54.3 1.19 -0.13 0.20 0.54 70 228.7 55.0 70 228.7 51.7 2.83 ** 0.15 0.48 0.82
7 44 243.5 57.5 44 241.7 55.8 -0.17 -0.45 -0.04 0.38 44 241.8 58.7 44 240.8 57.4 -0.08 -0.44 -0.02 0.40
8 75 238.7 54.2 75 240.8 55.2 -1.43 -0.56 -0.24 0.09 20 228.1 51.7 20 227.4 49.0 -0.08 -0.65 -0.03 0.59
8a
-- -- -- -- -- -- -- -- -- -- 55 252.7 55.7 55 252.2 58.1 -4.26 *** -1.21 -0.82 -0.43
ALL 654 654 -0.28 -0.17 -0.07§
654 654 -0.31 -0.20 -0.10§
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 post- test 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.
§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 effect sizes reported for "ALL" grades above.
Pincrest Cove Academy (5049)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Charter Traditional Effect Size Charter Traditional Effect Size
Individual Charter School Results B-85
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
1 93 526.9 583.1 93 523.9 598.0 -4.71 *** -0.99 -0.69 -0.40 95 523.7 582.7 95 523.7 578.5 -0.26 -0.32 -0.04 0.25
2 74 596.8 625.0 74 595.5 631.3 -1.99 * -0.65 -0.33 0.00 74 577.7 614.7 74 581.4 623.3 -2.00 * -0.65 -0.33 -0.01
3 117 637.6 57.7 117 635.0 55.7 1.32 -0.08 0.17 0.43 117 614.4 54.4 117 616.2 57.1 -3.62 *** -0.74 -0.48 -0.22
4 107 211.5 53.3 107 212.6 55.3 -2.92 ** -0.67 -0.40 -0.13 107 207.7 51.2 107 209.2 53.3 -2.86 ** -0.66 -0.39 -0.12
5 117 225.3 56.5 117 225.1 55.5 0.51 -0.19 0.07 0.32 117 226.8 52.6 117 226.9 55.6 -4.36 *** -0.83 -0.57 -0.31
ALL 508 508 -0.32 -0.20 -0.07§
510 510 -0.50 -0.38 -0.25§
Reading Mathematics
Difference Difference
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 post- test 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.
§Pinecrest Prep. Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Pinecrest Prep. Academy (0600)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-86
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
128 248.1 55.7 128 249.0 55.5 -0.17 -0.27 -0.02 0.22 75 242.4 50.1 75 243.7 48.5 0.86 -0.18 0.14 0.46
9b
-- -- -- -- -- -- -- -- -- -- 37 256.5 55.7 37 256.2 55.1 -0.14 -0.49 -0.03 0.42
9c
-- -- -- -- -- -- -- -- -- -- 13 427.8 56.3 13 423.8 58.8 -1.74 -1.50 -0.71 0.08
10b
126 243.3 53.0 126 243.8 52.0 0.99 -0.12 0.13 0.37 52 237.2 44.8 52 238.2 45.6 -0.91 -0.57 -0.18 0.21
10c
-- -- -- -- -- -- -- -- -- -- 59 411.2 41.6 59 410.3 48.9 -4.42 *** -1.20 -0.82 -0.45
11c
-- -- -- -- -- -- -- -- -- -- 73 397.9 38.7 73 398.1 36.7 1.27 -0.11 0.21 0.54
ALL 254 254 -0.12 0.05 0.23§
309 309 -0.28 -0.12 0.03§
Difference Difference
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 post- test 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.
§Pinecrest Prep. Academy High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the
traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Pinecrest Prep. Academy High School (7053)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-87
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 22 234.1 59.0 22 230.5 54.4 1.81 -0.04 0.56 1.16 22 241.7 64.5 22 241.7 54.0 5.75 *** 1.07 1.77 2.48
ALL 22 22 -0.04 0.56 1.16§
22 22 1.07 1.77 2.48§
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 post- test 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.
§Pinecrest Academy Middle School North has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Pinecrest Academy Middle School North (6003)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-88
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
1 31 491.0 538.5 31 486.0 541.5 -0.37 -0.59 -0.10 0.40 31 506.1 533.0 31 508.2 540.9 -0.52 -0.63 -0.13 0.36
2 35 567.6 606.0 35 567.8 592.6 1.97 0.00 0.48 0.95 35 586.9 594.7 35 583.2 593.1 0.31 -0.39 0.07 0.54
3 29 593.0 49.3 29 592.5 46.7 1.55 -0.11 0.41 0.93 29 597.0 51.6 29 598.0 48.9 2.02 * 0.01 0.54 1.06
4 18 190.2 47.0 18 191.8 42.7 2.17 * 0.07 0.74 1.42 18 202.1 49.5 18 201.8 45.1 1.96 0.00 0.67 1.34
5 21 202.4 45.3 21 203.8 45.8 0.26 -0.52 0.08 0.69 21 210.5 38.3 21 212.2 47.1 -3.66 *** -1.81 -1.16 -0.50
ALL 134 134 0.06 0.30 0.54§
134 134 -0.21 0.03 0.28§
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 post- test 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.
§Ramz Academy Miami has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Ramz Academy Miami (3035)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-89
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
1 136 535.9 609.1 136 527.1 592.2 -0.66 -0.32 -0.08 0.16 136 524.2 584.1 136 525.1 587.7 -3.80 *** -0.70 -0.46 -0.22
2 140 615.1 642.7 140 611.0 643.7 -3.16 ** -0.62 -0.38 -0.14 139 590.3 628.9 139 590.5 628.6 -2.02 * -0.48 -0.24 -0.01
3 145 643.2 59.1 145 638.4 56.5 0.16 -0.21 0.02 0.25 145 618.8 59.6 145 620.2 55.5 3.21 ** 0.15 0.38 0.61
4 141 216.6 57.8 141 215.0 56.4 -1.20 -0.38 -0.14 0.09 141 219.5 56.1 141 218.8 57.3 -3.40 *** -0.64 -0.41 -0.17
5 143 228.5 57.9 143 225.9 55.4 0.37 -0.19 0.04 0.28 143 227.7 55.5 143 225.9 53.6 -0.15 -0.25 -0.02 0.21
ALL 705 705 -0.21 -0.11 0.00§
704 704 -0.25 -0.14 -0.04§
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 post- test 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.
§Renaissance Elementary has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Renaissance Elementary (0400)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-90
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
6 140 226.7 54.0 140 224.6 52.7 0.29 -0.20 0.03 0.27 140 226.1 50.7 140 225.8 51.7 -3.10 ** -0.61 -0.37 -0.14
7 134 231.7 53.6 134 230.4 52.9 -0.36 -0.28 -0.04 0.19 134 232.6 55.8 134 231.7 53.7 1.66 -0.04 0.20 0.44
8 118 243.5 55.6 118 241.7 55.0 -0.83 -0.36 -0.11 0.15 55 232.9 56.3 55 232.8 53.3 1.68 -0.05 0.32 0.70
8a
-- -- -- -- -- -- -- -- -- -- 63 257.3 58.9 63 255.2 58.2 -1.00 -0.53 -0.18 0.17
ALL 392 392 -0.18 -0.04 0.10§
392 392 -0.19 -0.05 0.09§
§Renaissance Middle has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Renaissance Middle (6028)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-91
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
1 5 -- -- 5 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --
2 10 576.2 585.7 10 569.8 602.5 -1.41 -1.57 -0.67 0.24 10 554.0 580.1 10 551.0 576.9 1.07 -0.39 0.50 1.40
3 3 -- -- 3 -- -- -- -- -- -- 3 -- -- 3 -- -- -- -- -- --
4 7 -- -- 7 -- -- -- -- -- -- 9 -- -- 9 -- -- -- -- -- --
5 6 -- -- 6 -- -- -- -- -- -- 6 -- -- 6 -- -- -- -- -- --
ALL 31 -- -- 31 -- -- -- -1.57 -0.67 0.24§
-- -- -- -- -- -- -- -- -- --§
Richard Allen Leadership Academy (2006)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Richard Allen Leadership Academy has test scores that are not significantly different in Reading than those of the traditional school comparison group, based on the confidence
intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-92
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 14 221.9 55.6 14 226.9 54.4 2.02 0.02 0.79 1.57 14 218.6 50.4 14 223.2 52.4 0.72 -0.46 0.28 1.03
7 25 233.6 56.0 25 235.6 55.8 1.83 -0.04 0.53 1.09 24 237.2 53.3 24 239.3 57.5 -1.33 -0.96 -0.39 0.18
ALL 39 39 0.16 0.62 1.08§
38 38 -0.60 -0.14 0.31§
Reading Mathematics
Difference Difference
Somerset Academy Bay Middle (6128)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
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 post- test 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.
§Somerset Academy Bay Middle has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-93
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
36 232.3 48.1 36 231.6 47.0 0.17 -0.42 0.04 0.50 12 230.3 45.8 12 231.1 41.8 0.59 -0.55 0.25 1.06
9b
-- -- -- -- -- -- -- -- -- -- 23 228.7 42.4 23 236.8 45.6 -0.25 -0.65 -0.08 0.50
9c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
10b
20 237.5 47.9 20 238.2 49.4 -1.47 -1.10 -0.48 0.15 7 -- -- 7 -- -- -- -- -- --
10c
-- -- -- -- -- -- -- -- -- -- 10 398.7 45.2 10 408.8 43.6 1.17 -0.34 0.55 1.45
11c
-- -- -- -- -- -- -- -- -- -- 15 408.4 40.5 15 409.3 35.3 0.57 -0.50 0.22 0.93
ALL 56 56 -0.51 -0.14 0.23§
50 50 -0.20 0.16 0.52§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional Effect Size
§Somerset Academy Prep. High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the
traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Academy Prep. High School (7034)
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
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 post- test 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.
Individual Charter School Results B-94
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
9b
15 264.9 60.9 15 264.0 58.1 0.67 -0.47 0.25 0.97 12 258.4 59.0 12 258.4 54.2 1.43 -0.21 0.61 1.43
10b
15 242.9 52.4 15 244.5 49.5 0.56 -0.51 0.21 0.93 7 -- -- 7 -- -- -- -- -- --
10c
-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --
ALL 30 30 -0.28 0.23 0.74§
12 12 -0.21 0.61 1.43§
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 post- test 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.
§Somerset Academy High School has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Academy High School (7038)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-95
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
1 92 527.0 585.4 92 521.2 579.0 -0.34 -0.34 -0.05 0.24 92 525.7 568.9 92 520.8 570.7 -1.70 -0.54 -0.25 0.04
2 55 593.1 632.3 55 588.9 627.3 0.28 -0.32 0.05 0.43 55 565.0 607.3 55 562.6 605.0 -0.59 -0.49 -0.11 0.26
3 65 615.4 49.5 65 617.9 50.7 -1.40 -0.59 -0.25 0.10 65 610.7 50.8 65 606.2 50.2 -0.59 -0.45 -0.10 0.24
4 70 201.9 49.2 70 202.9 51.5 -3.41 *** -0.92 -0.58 -0.24 70 202.0 50.1 70 200.5 48.2 -0.07 -0.34 -0.01 0.32
5 69 216.0 53.5 69 217.0 51.9 0.11 -0.31 0.02 0.35 69 219.3 56.6 69 218.3 49.2 5.51 *** 0.59 0.95 1.30
ALL 351 351 -0.31 -0.16 -0.01§
351 351 -0.09 0.06 0.21§
Somerset Academy South Homestead (0339)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Somerset Academy South Homestead has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-96
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
1 76 532.9 596.3 76 530.9 601.5 -2.20 * -0.68 -0.36 -0.04 76 520.3 597.7 76 524.0 581.7 2.29 * 0.05 0.37 0.69
2 104 588.5 617.7 104 589.7 628.8 -3.78 *** -0.80 -0.53 -0.25 104 588.8 611.4 104 588.7 625.8 -4.72 *** -0.94 -0.66 -0.38
3 108 621.7 54.2 108 622.5 53.5 -0.40 -0.32 -0.05 0.21 108 618.1 52.9 108 619.4 52.7 -0.96 -0.40 -0.13 0.14
4 86 211.8 54.7 86 212.2 54.5 -1.02 -0.46 -0.16 0.14 86 213.9 57.3 86 215.3 56.8 -0.08 -0.31 -0.01 0.29
5 96 223.8 55.6 96 222.9 54.4 -0.41 -0.34 -0.06 0.22 96 223.5 50.9 96 223.5 50.6 -1.36 -0.48 -0.20 0.09
ALL 470 470 -0.35 -0.23 -0.10§
470 470 -0.28 -0.15 -0.02§
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Somerset Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based
on the confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Academy (0520)
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-97
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
1 54 553.0 600.8 54 541.9 603.7 -3.84 *** -1.14 -0.75 -0.36 54 538.2 580.8 54 536.4 590.7 -2.93 ** -0.95 -0.57 -0.18
2 49 597.9 633.3 49 593.3 628.0 -0.92 -0.59 -0.19 0.21 49 588.2 621.4 49 593.6 626.7 -1.81 -0.77 -0.37 0.03
3 39 633.1 56.0 39 631.3 56.5 -2.14 * -0.94 -0.49 -0.04 39 615.7 54.9 39 625.7 55.6 -1.13 -0.71 -0.26 0.19
4 17 217.9 57.2 17 210.9 56.1 -1.61 -1.26 -0.57 0.12 17 211.1 53.5 17 212.8 52.9 -0.19 -0.74 -0.07 0.60
5 20 227.6 59.4 20 224.5 55.2 0.87 -0.34 0.28 0.91 20 224.6 53.7 20 224.9 52.8 -0.55 -0.80 -0.18 0.44
ALL 179 179 -0.61 -0.40 -0.19§
179 179 -0.56 -0.35 -0.14§
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§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 effect sizes reported for "ALL" grades above.
Somerset Academy Bay (5062)
Charter School vs. Traditional M-DCPS Comparison Group
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-98
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
1 47 578.2 626.3 47 564.3 615.1 -0.24 -0.46 -0.05 0.35 47 558.2 634.1 47 549.3 593.5 4.47 *** 0.51 0.93 1.36
2 75 617.4 652.0 75 607.7 643.4 0.05 -0.31 0.01 0.33 75 616.2 653.5 75 610.1 639.1 1.24 -0.12 0.20 0.52
3 72 644.1 57.7 72 643.7 59.3 -2.58 * -0.76 -0.43 -0.10 72 651.9 59.3 72 641.3 58.5 -1.00 -0.49 -0.17 0.16
4 98 215.8 57.1 98 215.9 55.2 1.20 -0.11 0.17 0.45 98 214.0 56.9 98 213.8 55.3 1.16 -0.11 0.17 0.45
5 95 231.8 58.9 95 229.0 58.0 -1.28 -0.47 -0.19 0.10 95 232.9 56.7 95 231.2 57.8 -3.31 ** -0.77 -0.48 -0.19
ALL 387 387 -0.23 -0.09 0.06§
387 387 -0.10 0.04 0.18§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Reading Mathematics
Difference Difference
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 post- test 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.
§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 confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Academy Elementary (2007)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Individual Charter School Results B-99
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
97 236.8 51.7 97 237.3 50.3 0.98 -0.14 0.14 0.42 91 244.5 47.2 91 244.0 48.5 -1.83 -0.56 -0.27 0.02
9b
-- -- -- -- -- -- -- -- -- -- 7 -- -- 7 -- -- -- -- -- --
9c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
10b
77 248.2 54.5 77 247.4 53.5 -0.02 -0.32 0.00 0.31 44 243.5 50.8 44 244.6 47.5 2.75 ** 0.17 0.59 1.02
10c
-- -- -- -- -- -- -- -- -- -- 25 425.7 56.3 25 423.3 52.2 1.76 -0.05 0.51 1.07
11c
-- -- -- -- -- -- -- -- -- -- 51 414.5 50.4 51 413.9 45.7 2.70 ** 0.14 0.54 0.94
ALL 174 174 -0.13 0.08 0.29§
211 211 0.00 0.19 0.38§
aAlgebra 1.
bGeometry.
cAlgebra 2.
§Somerset Academy High School has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
*p < .05. **p < .01. ***p < .001.
Somerset Academy High School (7042)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
Individual Charter School Results B-100
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 64 227.4 53.7 64 227.6 52.9 0.76 -0.21 0.14 0.48 64 229.8 55.8 64 228.8 54.4 1.32 -0.11 0.24 0.58
7 61 234.7 54.4 61 233.3 52.3 1.86 -0.02 0.34 0.70 42 234.4 53.4 42 232.9 52.6 0.12 -0.40 0.03 0.45
8a
69 243.8 56.5 69 242.5 54.6 1.18 -0.13 0.20 0.54 41 243.9 49.9 41 244.4 53.7 -3.13 ** -1.15 -0.70 -0.25
8b
-- -- -- -- -- -- -- -- -- -- 25 253.0 57.7 25 253.1 60.6 -2.42 * -1.27 -0.70 -0.13
ALL 194 194 0.02 0.22 0.42§
172 172 -0.38 -0.16 0.05§
Somerset Academy Miami (6004)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional
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 post- test 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.
§Somerset Academy Miami has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Effect Size Charter Traditional Effect Size
Individual Charter School Results B-101
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 55 224.1 51.1 55 220.5 50.1 -0.96 -0.56 -0.19 0.19 55 222.0 53.0 55 219.0 49.7 1.04 -0.17 0.20 0.58
7 73 226.8 49.8 73 225.0 47.2 0.30 -0.27 0.05 0.37 53 219.0 49.4 53 218.8 43.4 3.09 ** 0.22 0.61 1.00
7a
-- -- -- -- -- -- -- -- -- -- 20 244.5 52.0 20 244.7 51.5 0.36 -0.50 0.12 0.74
8 66 231.8 51.0 66 232.2 48.3 0.93 -0.18 0.16 0.50 11 231.6 48.5 11 231.7 48.6 -0.96 -1.28 -0.43 0.42
8a
-- -- -- -- -- -- -- -- -- -- 55 236.7 49.4 55 243.3 51.4 -0.58 -0.49 -0.11 0.26
ALL 194 194 -0.18 0.02 0.22 194 194 -0.03 0.17 0.37§
Somerset Academy Middle South Homestead (6013)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Somerset Academy Middle South Homestead has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the
traditional school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-102
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 70 237.9 58.0 70 236.1 57.9 -0.83 -0.47 -0.14 0.19 70 234.3 56.9 70 233.6 58.9 -2.84 ** -0.82 -0.48 -0.15
7 42 241.4 56.1 42 244.8 58.8 -1.67 -0.80 -0.37 0.06 42 233.9 56.4 42 240.0 58.1 0.57 -0.30 0.13 0.55
8a
33 242.0 53.8 33 244.1 58.0 -3.00 ** -1.25 -0.75 -0.25 33 249.6 53.4 33 248.1 51.9 -0.26 -0.55 -0.06 0.42
ALL 145 145 -0.57 -0.34 -0.11§
145 145 -0.44 -0.21 0.02§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.§Somerset Academy Middle South Miami has test scores that are significantly lower in Reading and are not significantly different in Mathematics than those of the traditional
school comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Academy Middle South Miami (6053)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
Individual Charter School Results B-103
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 34 218.7 52.8 34 217.8 47.9 4.51 *** 0.60 1.11 1.62 34 217.7 51.4 34 217.0 46.4 5.25 *** 0.77 1.29 1.82
ALL 34 34 0.60 1.11 1.62§
34 34 0.77 1.29 1.82§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Somerset Academy Middle Country Palms has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Academy Middle Country Palms (6043)
Individual Charter School Results B-104
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
3 51 605.4 48.3 51 605.0 50.5 -2.52 * -0.90 -0.50 -0.11 51 600.5 50.5 51 602.9 51.7 -1.20 -0.63 -0.24 0.15
4 69 204.1 51.7 69 206.3 52.9 -1.48 -0.59 -0.25 0.08 69 211.6 51.1 69 212.0 54.6 -4.22 *** -1.07 -0.72 -0.38
5 70 219.2 52.5 70 218.9 52.0 -0.63 -0.44 -0.11 0.22 70 227.2 51.7 70 225.4 51.5 -1.13 -0.52 -0.19 0.14
6 153 225.1 52.4 153 225.0 52.2 0.35 -0.18 0.04 0.26 153 226.6 54.0 153 227.1 52.1 3.04 ** 0.12 0.35 0.57
7 117 236.1 56.9 117 234.4 52.0 6.07 *** 0.53 0.80 1.06 91 235.8 54.6 91 235.3 52.9 1.87 -0.01 0.28 0.57
7a
-- -- -- -- -- -- -- -- -- -- 25 253.8 58.3 25 251.9 59.5 -1.06 -0.86 -0.30 0.25
8 129 240.3 55.2 129 239.4 53.0 2.63 ** 0.08 0.33 0.58 64 240.1 59.5 64 236.2 53.9 3.42 *** 0.25 0.61 0.96
8a
-- -- -- -- -- -- -- -- -- -- 51 253.3 54.0 51 251.4 54.9 -1.79 -0.75 -0.36 0.03
8b
-- -- -- -- -- -- -- -- -- -- 14 255.7 63.6 14 253.0 59.1 2.26 * 0.11 0.89 1.67
ALL 589 589 0.03 0.15 0.26§
588 588 -0.07 0.05 0.16§
Somerset Academy Silver Lakes (0332)
Charter School vs. Traditional M-DCPS Comparison Group
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Somerset Academy Silver Lakes has test scores that are significantly higher in Reading and are not significantly different in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-105
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
1 57 513.0 576.4 57 514.0 581.1 -0.14 -0.39 -0.03 0.34 57 502.1 565.2 57 506.7 564.3 1.10 -0.16 0.21 0.58
2 78 567.3 610.8 78 577.2 622.9 -0.81 -0.44 -0.13 0.18 78 556.7 598.0 78 562.4 606.8 -1.12 -0.50 -0.18 0.13
3 63 608.4 53.0 63 610.1 51.5 1.70 -0.05 0.30 0.66 63 606.2 51.6 63 605.4 50.7 1.01 -0.17 0.18 0.53
4 30 207.0 51.0 30 205.9 51.1 0.01 -0.50 0.00 0.51 30 211.1 51.5 30 207.5 52.0 -1.01 -0.77 -0.27 0.24
5 50 218.1 53.2 50 218.1 49.5 3.66 *** 0.33 0.74 1.14 51 227.2 50.4 51 220.8 52.1 -2.48 * -0.89 -0.50 -0.10
ALL 278 278 -0.01 0.15 0.32§
279 279 -0.25 -0.08 0.08§
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Somerset Arts Academy (2012)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§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 intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-106
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
1 100 536.6 611.8 100 534.4 599.2 1.39 -0.08 0.20 0.48 100 534.0 581.6 100 532.0 584.8 -1.56 -0.50 -0.22 0.06
2 109 597.3 636.0 109 599.3 639.9 -1.10 -0.42 -0.15 0.12 109 576.7 626.8 109 579.4 629.2 -0.47 -0.33 -0.06 0.20
3 24 663.2 57.7 24 655.2 62.3 -3.96 *** -1.78 -1.17 -0.55 24 638.4 56.2 24 637.3 59.6 -1.82 -1.11 -0.54 0.04
4 20 222.8 58.5 20 223.4 57.8 0.49 -0.46 0.16 0.78 20 217.1 57.4 20 218.8 63.0 -1.83 -1.23 -0.59 0.04
5 17 230.5 58.1 17 229.1 56.8 0.43 -0.52 0.15 0.83 17 231.8 59.7 17 231.1 57.8 0.86 -0.37 0.30 0.98
6 4 -- -- 4 -- -- -- -- -- -- 4 -- -- 4 -- -- -- -- -- --
ALL 274 274 -0.23 -0.05 0.12§
270 270 -0.35 -0.18 -0.01§
Somerset Grace Academy (5008)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Somerset Grace Academy has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-107
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
1 26 502.2 552.7 26 508.5 564.8 0.33 -0.45 0.09 0.64 26 511.0 563.7 26 513.3 551.2 2.25 * 0.08 0.64 1.19
2 43 560.5 600.2 43 561.9 594.3 2.27 * 0.07 0.50 0.92 43 551.0 580.2 43 551.8 596.3 -0.91 -0.62 -0.20 0.23
3 30 589.8 45.5 30 587.2 43.9 1.32 -0.16 0.35 0.86 30 579.6 46.5 30 580.2 43.3 3.16 ** 0.30 0.83 1.36
4 31 193.8 45.7 31 192.5 44.1 2.15 * 0.05 0.55 1.06 31 199.9 49.9 31 198.7 45.3 3.98 *** 0.50 1.03 1.56
5 17 193.4 42.9 17 194.3 41.1 2.30 * 0.11 0.81 1.52 17 198.4 41.6 17 203.1 42.9 0.71 -0.43 0.25 0.92
6 5 -- -- 5 -- -- -- -- -- -- 5 -- -- 5 -- -- -- -- -- --
ALL 152 152 0.21 0.44 0.67§
147 147 0.21 0.45 0.68§
Effect Size
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
§Somerset Oaks Academy has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Oaks Academy (3033)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter Traditional
Individual Charter School Results B-108
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
1 142 522.6 580.9 142 520.7 584.6 -2.17 * -0.49 -0.26 -0.03 142 531.4 564.3 142 527.7 569.6 -2.92 ** -0.58 -0.35 -0.11
2 126 587.5 625.3 126 586.8 621.8 -0.07 -0.26 -0.01 0.24 126 572.9 616.1 126 573.6 610.8 0.49 -0.19 0.06 0.31
3 87 638.0 55.2 87 635.9 56.0 -1.75 -0.57 -0.27 0.03 87 620.4 54.1 87 622.9 55.0 -1.25 -0.49 -0.19 0.11
4 74 211.5 54.3 74 211.7 54.6 -0.91 -0.47 -0.15 0.17 74 215.3 53.8 74 214.1 54.1 -1.53 -0.58 -0.25 0.07
5 69 221.0 53.1 69 220.8 52.9 -0.57 -0.43 -0.10 0.24 69 224.9 52.3 69 223.4 51.4 -0.51 -0.42 -0.09 0.25
ALL 498 498 -0.28 -0.16 -0.03§
498 498 -0.29 -0.17 -0.04§
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 post- test 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.
§Somerset Prep. Academy has test scores that are significantly lower in Reading and are significantly lower in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Somerset Prep. Academy (4012)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-109
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
6 183 224.5 51.4 183 224.3 50.0 0.39 -0.16 0.04 0.25 179 229.2 50.0 179 228.1 51.3 -5.53 *** -0.80 -0.59 -0.37
7 174 228.1 51.1 174 227.5 50.6 -1.48 -0.37 -0.16 0.05 158 224.3 50.3 158 225.6 49.4 0.06 -0.21 0.01 0.23
7a
-- -- -- -- -- -- -- -- -- -- 19 252.4 61.3 19 249.7 52.6 3.04 ** 0.34 1.01 1.69
8 162 230.1 48.6 162 230.4 50.9 -5.89 *** -0.88 -0.66 -0.43 82 221.9 47.9 82 221.4 45.7 0.01 -0.30 0.00 0.31
8a
-- -- -- -- -- -- -- -- -- -- 23 240.7 47.3 23 242.4 47.9 -0.57 -0.75 -0.17 0.41
ALL 519 519 -0.36 -0.24 -0.11§
461 461 -0.32 -0.19 -0.06§
Sports Leadership & Management Middle (6015)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§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 confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-110
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
115 235.7 50.2 115 236.1 49.5 -0.07 -0.27 -0.01 0.25 64 228.4 42.3 64 229.3 40.2 0.70 -0.22 0.12 0.47
9b
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
9c
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
10b
104 237.1 49.8 104 237.0 48.1 1.10 -0.12 0.15 0.42 2 -- -- 2 -- -- -- -- -- --
10c
-- -- -- -- -- -- -- -- -- -- 13 403.9 41.3 13 406.5 42.5 -0.53 -0.99 -0.22 0.56
11c
-- -- -- -- -- -- -- -- -- -- 8 -- -- 8 -- -- -- -- -- --
ALL 219 219 -0.12 0.07 0.25§
77 77 -0.25 0.07 0.38§
Sports Leadership Miami (7016)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Sports Leadership Miami has test scores that are not significantly different in Reading and are not significantly different in Mathematics than those of the traditional school
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.
cAlgebra 2.
Individual Charter School Results B-111
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
1 95 516.9 576.6 95 516.6 585.2 -1.42 -0.49 -0.21 0.08 95 527.1 578.3 95 528.7 571.9 1.84 -0.02 0.27 0.55
2 97 565.5 605.4 97 569.4 617.2 -1.07 -0.44 -0.15 0.13 97 549.8 587.5 97 557.5 604.2 -1.08 -0.44 -0.16 0.13
3 81 613.7 50.0 81 616.7 53.2 -1.16 -0.49 -0.18 0.12 81 604.6 51.8 81 608.4 52.6 0.93 -0.16 0.15 0.46
4 80 201.4 50.2 80 202.8 52.2 0.52 -0.23 0.08 0.39 80 203.2 50.7 80 206.3 51.0 4.00 *** 0.32 0.64 0.95
5 65 208.0 51.0 65 207.9 46.2 6.35 *** 0.75 1.12 1.49 65 209.3 51.3 65 210.6 45.6 8.65 *** 1.14 1.53 1.92
ALL 418 418 -0.09 0.05 0.19§
418 418 0.23 0.37 0.51§
Summerville Advantage Academy (0072)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Summerville Advantage Academy has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school
comparison group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-112
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 48 210.0 46.7 48 210.8 44.1 3.28 ** 0.27 0.68 1.09 48 217.5 43.2 48 216.4 43.8 0.20 -0.36 0.04 0.44
ALL 48 48 0.27 0.68 1.09§
48 48 -0.36 0.04 0.44§
The Seed School of Miami (6018)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
§The Seed School of Miami has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison
group, based on the confidence intervals of the effect sizes reported for "ALL" grades above.
Individual Charter School Results B-113
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
1 137 513.6 581.4 137 514.8 569.1 3.24 ** 0.15 0.39 0.63 137 509.1 570.1 137 509.4 553.8 4.37 *** 0.29 0.53 0.77
2 221 574.3 611.1 221 575.4 618.2 -2.04 * -0.38 -0.19 -0.01 221 562.9 591.8 221 563.6 600.4 -2.62 ** -0.44 -0.25 -0.06
3 212 621.7 52.9 212 620.4 52.9 0.57 -0.13 0.06 0.25 210 599.8 53.8 210 600.7 51.5 3.64 *** 0.16 0.36 0.55
4 180 205.3 52.1 180 206.1 52.1 1.29 -0.07 0.14 0.34 179 206.5 51.2 179 206.4 52.7 -1.57 -0.37 -0.17 0.04
5 149 215.8 52.1 149 216.4 51.1 2.78 ** 0.09 0.32 0.55 149 217.4 51.2 149 217.8 49.6 3.87 *** 0.22 0.45 0.68ALL 899 899 0.01 0.11 0.20
§896 896 0.05 0.14 0.23
§
Waterstone (1010)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Waterstone has test scores that are significantly higher in Reading and are significantly higher in Mathematics than those of the traditional school comparison group, based on the
confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-114
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
1 118 521.0 576.7 118 520.5 583.0 -2.11 * -0.53 -0.28 -0.02 118 522.6 561.0 118 521.4 577.8 -4.52 *** -0.85 -0.59 -0.33
2 92 570.8 612.6 92 569.9 619.5 -2.13 * -0.61 -0.32 -0.03 92 557.8 603.5 92 558.3 603.5 -0.44 -0.35 -0.07 0.22
3 73 606.7 50.5 73 608.3 50.6 -0.48 -0.41 -0.08 0.24 72 604.3 50.6 72 605.7 51.3 -1.10 -0.51 -0.19 0.14
4 70 203.2 51.4 70 203.2 50.2 0.54 -0.24 0.09 0.42 70 203.3 53.3 70 203.0 49.6 3.14 ** 0.20 0.53 0.87
5 83 217.7 51.4 83 217.5 53.3 -2.94 ** -0.77 -0.46 -0.15 83 222.3 50.4 83 222.3 51.3 -1.56 -0.55 -0.24 0.06
6 66 224.0 53.4 66 221.6 50.0 2.43 * 0.08 0.43 0.77 46 217.9 46.9 46 216.9 48.1 -1.44 -0.72 -0.30 0.11
7 56 233.0 54.9 56 234.3 53.1 1.78 -0.03 0.34 0.71 31 227.8 45.5 31 222.5 48.5 -2.42 * -1.14 -0.62 -0.11
7a
-- -- -- -- -- -- -- -- -- -- 25 254.3 58.8 25 253.6 57.4 0.93 -0.29 0.27 0.83
8 65 234.6 51.8 65 235.9 51.4 0.55 -0.25 0.10 0.44 44 237.1 51.5 44 233.7 54.0 -2.93 ** -1.06 -0.63 -0.20
8a
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
8b
-- -- -- -- -- -- -- -- -- -- 21 248.5 55.9 21 248.9 58.4 -1.28 -1.01 -0.40 0.21ALL 623 623 -0.18 -0.07 0.04
§602 602 -0.34 -0.22 -0.11
§
Traditional Effect Size
§Youth Co-Op has test scores that are not significantly different in Reading and are significantly lower in Mathematics than those of the traditional school comparison group, based
on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Youth Co-Op (1020)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
Charter Traditional Effect Size Charter
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 post- test 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.
Individual Charter School Results B-115
Grade n Pre Post n Pre Post t d lower d d upper n Pre Post n Pre Post t d lower d d upper
9a
72 235.9 51.0 72 236.6 50.5 0.03 -0.32 0.00 0.33 54 241.3 53.0 54 239.9 46.3 3.37 ** 0.27 0.65 1.04
9b
-- -- -- -- -- -- -- -- -- -- 1 -- -- 1 -- -- -- -- -- --
9c
-- -- -- -- -- -- -- -- -- -- 17 413.4 51.9 17 418.4 45.4 3.24 ** 0.42 1.15 1.87
10b
29 242.6 52.0 29 242.6 53.4 -1.38 -0.89 -0.37 0.15 24 238.3 44.7 24 237.4 45.1 -0.66 -0.76 -0.19 0.37
10c
-- -- -- -- -- -- -- -- -- -- 2 -- -- 2 -- -- -- -- --
11c
-- -- -- -- -- -- -- -- -- -- 40 411.5 43.1 40 409.1 39.7 0.73 -0.27 0.17 0.61
ALL 101 101 -0.38 -0.10 0.18 135 135 0.16 0.40 0.65§
Youth Co-Op Prep. (7070)
Charter School vs. Traditional M-DCPS Comparison Group
Mean Pre- and Post- Test Scores and Difference Statistics
Reading Mathematics
Difference Difference
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 post- test 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.
§Youth Co-Op Prep. has test scores that are not significantly different in Reading and are significantly higher in Mathematics than those of the traditional school comparison group,
based on the confidence intervals of the effect sizes reported for "ALL" grades above.
aAlgebra 1.
bGeometry.
cAlgebra 2.
*p < .05. **p < .01. ***p < .001.
Individual Charter School Results B-116