Document Type

NEPC Review

Publication Date

5-20-2009

Abstract

The third-year evaluation of the federally funded Washington, D.C. voucher program shows that low-income students offered vouchers in the first two years of the program had modestly higher reading scores after three years but showed no significant difference in mathematics. The authors, however, interpret the results in ways that raise questions, given some of their own findings. The report downplays the implications of the subgroup results showing that higher reading scores for those offered vouchers were concentrated in among certain groups of students. Further, some of the most interesting results of the study were related to student choice behavior rather than increases in test scores. The report could have done far better in analyzing the results of the experiment by presenting them in a more nuanced fashion and by discussing the possibility of varied effects with different populations and in different contexts.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Included in

Education Commons

Share

COinS