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Because public and private sectors use different assessments, the study recruits roughly 700 students to complete a common nationally normed test. Using inverse propensity weighting matched on baseline achievement and demographics, it estimates first-year math and language gains while finding no reading effects overall, with renewal and subgroup results also examined to support policy implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-analysis-of-the-effects-of-north-carolinas-opportunity-scholarship-program-on-student-achievement-article/589960/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-analysis-of-the-effects-of-north-carolinas-opportunity-scholarship-program-on-student-achievement-article/589960.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does North Carolina’s Opportunity Scholarship Program provide to eligible students?","Question",{"text":112,"@type":113},"It provides state-funded vouchers worth up to $4,200 per year to help eligible K-12 students attend participating private schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did the study administer a common standardized test?",{"text":117,"@type":113},"Public and private schools used different assessments, so the researchers recruited students to take a nationally normed test to enable comparable evaluation.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings on student achievement?",{"text":121,"@type":113},"The preferred estimates show positive effects in math and language for first-year recipients, with no effect on reading overall; results for renewal students were significant in language only.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589960,1792192922,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-March 2020, Vol. 6, No. 1, pp. 1–15 DOI: 10. 1177/2332858420912347  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2020. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nAn Analysis of the Effects of North Carolina’s Opportunity Scholarship Program on Student Achievement  \nAnna J. Egalite  \nD. T. Stallings  \nStephen R. Porter  \nNorth Carolina State University, Raleigh, NC  \nThe North Carolina Opportunity Scholarship Program is a private school voucher program that provides state-funded vouchers worth up to $4,200 to eligible students entering kindergarten through 12th grade. Because the public and private school sectors administer different assessments, we recruited approximately 700 students to take a common, nationally normed, standardized test. Matching on baseline achievement and rich demographic data, we use aquasi-experimental inverse propensity weighting approach to maximize comparability between the public and private school student samples. Our preferred specification examines first-year effects for new Opportunity Scholarship students, revealing positive estimates of .36 SD in math and .44 SD in language; there is no effect on reading scores. Results for renewal students are statistically significant in language scores only. In further analyses, we estimate separate effects for private schools that regularly administer another version of the assessment used in this study, the Iowa Test of Basic Skills. We conclude by discussing policy implications.  \nKeywords: school choice, education policy, vouchers, academic achievement, private schooling  \nLaunched in the 2014–2015 school year, the North Carolina Opportunity Scholarship Program provides state-funded vouchers worth up to $4,200 per year for eligible students in kindergarten through 12th grade to attend participating private schools. Since its inception, nearly $53 million dollars have been disbursed in Opportunity Scholarship funds. This analysis focuses on identifying any changes in the math, reading, and language achievement of students attending a subset of participating private schools with the assistance of the North Carolina Opportunity Scholarship Program. Although the legislation that established the program calls for an evaluation of students’ learning gains or losses, no such study has been conducted until now. Two primary challenges have inhibited an analysis of program effects to date. First, the accountability requirements associated with the program require participating private schools to administer and submit scores from any nationally normed standardized test of their choosing, whereas comparable public school students take the criterion-referenced state test, the North Carolina End of Grade (EOG) exam. Thus, participating students do not have scores on a common metric that could be pooled for comparison to students in the public school sector. Second, although the establishing legislation calls for an evaluation of the program, it does not incentivize applicants to participate in  \none, which introduces recruitment challenges with regard to the collection of original test score data.  \nIn the spring of 2017, we traveled to the four regions of North Carolina with the highest number of Opportunity Scholarship users. Relying on a volunteer sample of students in the public and private school sectors in those regions, we administered Form E of the Iowa Test of Basic Skills (ITBS)—a nationally normed, standardized assessment of math and reading achievement. Using inverse propensity weighting (IPW) in a regression model to compare similar public school students to students attending private schools with an Opportunity Scholarship, we generate estimates of changes in math, reading, and language scores associated with participating in the Opportunity Scholarship Program. The overall effect sizes observed ar","cbCaihxqFmmXSRjT","https://ap.wps.com/l/cbCaihxqFmmXSRjT","pdf",399432,15,"English","# Background\n## Description of North Carolina’s Voucher Program\n# Methods\n## Recruitment and Common Assessment\n## Inverse Propensity Weighting Approach\n# Results\n## First-Year Effects\n## Renewal Students and Subgroup Analyses\n# Conclusion\n## Policy Implications","[{\"question\":\"What does North Carolina’s Opportunity Scholarship Program provide to eligible students?\",\"answer\":\"It provides state-funded vouchers worth up to $4,200 per year to help eligible K-12 students attend participating private schools.\"},{\"question\":\"Why did the study administer a common standardized test?\",\"answer\":\"Public and private schools used different assessments, so the researchers recruited students to take a nationally normed test to enable comparable evaluation.\"},{\"question\":\"What were the main findings on student achievement?\",\"answer\":\"The preferred estimates show positive effects in math and language for first-year recipients, with no effect on reading overall; results for renewal students were significant in language only.\"}]","An Analysis of the Effects of North Carolina’s Opportunity Scholarship Program on Student Achievement - Article | PDF",1792068486,38]