A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy?
Primary school (grades 1–6) Lower secondary (grades 7–9) Explicit teaching and knowledge building Reading and writing
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C17 | Lottery-randomised Core Knowledge schooling raised grade 3–6 English-LA scores (ITT 0.14–0.24 SD). |
Review state: first-pass draft, pending human review.
Source note
Syntes: A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy? (2023 (EdWorkingPaper 23-755; working paper))
Källa: https://doi.org/10.26300/nsbq-hb21 (EdWorkingPaper 23-755; ERIC ED672259)
Verified content
- [full text] 14 oversubscribed kindergarten lotteries at nine Colorado Core Knowledge charter schools; 2,853 applications by 2,310 students (p. 23).
- [full text] Reading/English-LA, grades 3–6 combined, ITT: 0.143 (full sample), 0.179 and 0.241 SD in the authors' reduced samples built to remove bias from late-entry lotteries and young students (p. 36); TOT 0.473 (52% compliance) (p. 36–37).
- [full text] Effects for boys smaller: 0.063 and 0.068 (ns), 0.207 (marginal) in the reduced sample (p. 36).
Limits
- [full text] Results generalise only to oversubscribed charter schools; whether effects come from Core Knowledge or other school features is an open question (p. 51).
- [assessment] Outcome is the state English-LA test, not a pure comprehension measure; a whole-school effect, not knowledge alone. Working paper.
Added 2026-10-16 by the project (week run 2026-10-16). [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- KNOW-005
- Tier
- RCT (admission lotteries)
- Titel
- A Kindergarten Lottery Evaluation of Core Knowledge Charter Schools: Should Building General Knowledge Have a Central Role in Educational and Social Science Research and Policy?
- Författare
- Grissmer, D.; Buddin, R.; Berends, M.; Willingham, D.; DeCoster, J.; Duran, C.; Hulleman, C.; Murrah, W.; Evans, T.
- År
- 2023 (EdWorkingPaper 23-755; working paper)
- Källa/DOI
- https://doi.org/10.26300/nsbq-hb21 (EdWorkingPaper 23-755; ERIC ED672259)
- Åldersgrupp
- grundskola-lag;grundskola-hog
- Teman
- explicit-undervisning-kunskap;lasning-och-skrivande
- Preprint
- working paper, not peer reviewed as of 2026-10-16
- Hämtad
- 2026-10-16
The original files (PDF or abstract) are kept in the project archive and are not published here.