Differences in Grade 4 Mathematics Performance of Students in Poverty Between Charter and Traditional Elementary Schools: A Multiyear Texas Analysis

Abstract

In this statewide, multiyear analysis, the extent to which differences were present in mathematics achievement of Grade 4 students in poverty by school type (i.e., traditional or charter) was determined. Specifically examined was the relationship of performance to the three State of Texas Assessment of Academic Readiness (STAAR) Mathematics Performance Indicators in the 2015-2016 through the 2017-2018 school years. Statistical analyses revealed the presence of statistically significant differences in mathematics achievement as a function of school type. Grade 4 students in poverty who were enrolled in traditional schools met or exceeded the percent of students enrolled in charter schools who met the performance standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) in all but one year with one standard. Students in poverty enrolled in charter schools met the 2015-2016 Masters Grade Level performance standard at a higher percent then students in poverty enrolled in traditional schools.