Authors: Grissmer, David, Richard Buddin, Mark Berends, Daniel Willingham, Jamie DeCoster, Chelsea Duran, Chris Hulleman, William Murrah, and Tanya Evans.
Publication: EdWorkingPaper (Annenberg Institute for School Reform at Brown University). 23-755 2023 | DOI: 10.26300/nsbq-hb21
The Core Knowledge curriculum is a K-8 curriculum focused on building students General Knowledge about the world they live in that is hypothesized to increase reading comprehension and Reading/English-LA achievement. This is the first study to utilize an experimental design to evaluate the long term effects of using the K-8 Core Knowledge curriculum. Fourteen oversubscribed kindergarten lotteries for enrollment in nine Core Knowledge Charter schools (CK-Charter) using the curriculum had 2310 students applying from parents in predominately middle/high income school districts. State achievement data was collected at 3rd- 6th grade in Reading/English-LA and Mathematics and at 5th Grade in Science. A new methodology addresses two previously undiscovered sources of bias inherent in kindergarten lotteries that include middle/high income families. The unbiased confirmatory Reading-English-LA results show statistically significant ITT (0.241***) and TOT (0.473***) effects for 3rd-6th grade achievement with statistically significant ITT and TOT effects at each grade. Exploratory analyses also showed significant ITT (0.15*) and TOT (0.300*) unbiased effects at 5th grade in Science. A CK-Charter school in a low income school district also had statistically significant, moderate to large unbiased ITT and TOT effects in English Language Arts (ITT= 0.944**; TOT = 1.299**), Mathematics (ITT= 0.735*; TOT = 0.997*) and positive, but insignificant Science effects (ITT= 0.468; TOT = 0.622) that eliminated achievement gaps in all subjects.
Grissmer, David, Richard Buddin, Mark Berends, Daniel Willingham, Jamie DeCoster, Chelsea Duran, Chris Hulleman, William Murrah, and Tanya Evans. (2023). 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?.
(EdWorkingPaper: 23-755). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/nsbq-hb21