scholarly journals Pandemic Schooling Mode and Student Test Scores: Evidence from US States

2021 ◽  
Author(s):  
Clare Halloran ◽  
Rebecca Jack ◽  
James Okun ◽  
Emily Oster
Keyword(s):  
Test Scores ◽  
Us States ◽  
Student Test ◽  
Student Test Scores

scholarly journals Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Daniel Patrick Kelly ◽  
Teomara Rutherford
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Controlled Study ◽  
Control Group ◽  
Open Educational Resource ◽  
Mathematics Intervention ◽  
Computer Based ◽  
Student Test ◽  
Student Test Scores ◽  
Khan Academy

<p class="3">Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners.</p>

The Effect of Attending a Charter School in Newark, New Jersey, on Student Test Scores

2021 ◽  
pp. 016237372110364
Author(s):  
Marcus A. Winters ◽  
Colin Shanks
Keyword(s):  
New Jersey ◽  
Charter School ◽  
Test Scores ◽  
English Language ◽  
Causal Effect ◽  
School Enrollment ◽  
Knowledge Is Power Program ◽  
Deferred Acceptance ◽  
Student Test ◽  
Student Test Scores

We exploit information about parental preference and a randomized component in the assignment of students to schools within a deferred acceptance (DA) mechanism to estimate the causal effect of enrolling in a charter school in Newark, New Jersey, on student test scores. The estimates incorporate variation from students attending about 70% of the city’s charter schools, accounting for about 85% of charter school enrollment. Enrolling in a Newark charter school that participated in the DA assignment process leads to a large and statistically significant increase in math and English Language Arts (ELA) scores. Enrolling in a charter school that is operated by either the Knowledge Is Power Program (KIPP) or Uncommon charter school networks has an especially large effect.

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