Policy Challenge
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Program Type
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14
1
5
Learning In Secondary
No excuses charter schools (eLS)
19
9
Evaluation Effect Average Age Observations Experimental Evaluation Country Intervention
Angrist 2013 24 N/A 4,077 Yes United States Charter school with longer hours, selective hiring and behavior code
Abdulkadiroglu 2011 i 1 N/A 3,816 Yes United States Charter school with longer hours, selective hiring and behavior code
Abdulkadiroglu 2011 ii 14 N/A 1,464 Yes United States Charter school with longer hours, selective hiring and behavior code
Dobbie 2011 14 Grade 6 1,449 No United States Charter school with longer hours, selective hiring and behavior code
Tuttle 2013 14 Grade 5 1,179 Yes United States Charter school with longer hours, selective hiring and behavior code

Graph of Effects

This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
Evaluation Effects Low Value High Value Weight in Average Effect (%)
Abdulkadiroglu 2011 i 1 -8 10 12
Abdulkadiroglu 2011 ii 14 3 25 9
Angrist 2013 24 15 33 19
Dobbie 2011 14 9 19 39
Tuttle 2013 14 5 23 21
Overall