Every time I hear this debate one name comes to mind that is never mentioned. Every since the start of testing statistics blacks have tested lower than whites. Never in one instance can you find a group of black students that test as well as white students. As the years go on the black students scores go up and down while the whites stay pretty much steady. This has been chalked up to blacks have lower intelligence than whites. Even blacks who get the same education test lower than whites, so what other explanation can there be? Enter Goeffery Canada and the Promise Academy. Canada took black 4th grade students that tested lower than average BLACK students. By 8th grade these same students out preformed EVERYONE!!!! Even the white students. Now Mr Canada has the educational world on it's head they are all running around trying find the reason he can take the worst students and make them the best. The Brookings institute did a study trying to debunk Mr Canada but they did 1 grade at 1 school the Harvard study was much more accurate and over a 4 year period. It showed progress and end result. So I guess if you that the PA's results with students.
Analyses
Dr. Fryer was able to obtain access to the New York City Department of Education data for Promise
Academy lottery applicants, regardless of their participation status. The requirement for a Promise
Academy entrance lottery affords an opportunity to compare the achievement of Promise Academy
attendees and non-attendees. The elementary school cohort was of particular interest to us, as these
students had spent their whole scholastic careers at Promise Academy (and many had also attended HCZ
early childhood programs).
In short order, he combined the lottery data HCZ provided with achievement, attendance, and grade
retention information from the DOE into a series of regression analyses. Dr. Fryer and his assistant, Will
Dobbie, used a variety of statistical models to examine all of these data.
To help contextualize our results, it is useful to know that effect sizes for interventions tend to be small.
For example, studies on small class size have found effect sizes around .22. In contrast, the racial
achievement gap is between .64 and .70 standard deviations in math and around .40 in ELA at school
entiy.
Dr. Fryer investigated performance of Promise Academy applicants over time, comparing their fourth
through eighth grade test results to those of white and black students citywide. More specifically, the test
results of (1) students who were accepted into Promise Academy and attended (compliers), (2) applicants
who were not accepted into Promise Academy and did not attend (non-compliers), (3) white students in
New York City, and (4) black students in New York City are presente
The following charts present historical mathematics test score data for Promise Academy students and for
several peer groups who were in the eighth grade in 2007-2008. The second chart differs from the first
only with regard to NYC white students: the first chart shows basic performance of all white students
while the second shows the results adjusted for socio-economic status (in general, white students have
more positive socio-economic indicators than black students).
Mean Test Scores by Treatment Status
Math results
U)
0
U
.1:
4O
Mean Test Scores by Treatment Status
Math results
IJLf)
0
U
0)
4-so
N
I!
4 5 6 7 8
Grade
ZOOS Conliers 2005 Contro' Conçers
Avg White A Ra
4 6 7 8
Grade
ZOOS Compiir 2005 Control Conrs
Peg Mj White A 2ackAs both charts show, middle school students who entered the school in 2005 started far below the city
mean (which is indicated by a 0 on the chart), about .75 standard deviations behind New York City white
students, and slightly below black students in the 4th grade (before entry into Promise Academy, which
began at sixth grade). Over time, while NYC white and black students showed fiat performance from 4k"
to 8th grade, PA students experienced large improvements from year to year and were outperforming
white students by the 8thl grade (this is particularly true when we compare our students to the results of
NYC white students adjusted for socio-economic status)