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A Comprehensive Summary of Effects after Four Years - School Choice Demonstration Project - Updated April 24, 2019","","An evaluation policy brief summarizes four years of technical research on the Louisiana Scholarship Program (LSP), a statewide school voucher initiative designed to expand education choice. Findings report statistically significant negative impacts on student English Language Arts (ELA) and math across many years and samples, with variation driven by test alignment and accountability stakes, student demographics, and preferred school characteristics. College enrollment effects are neutral by 2018, and evidence does not consistently indicate cream skimming or pushing out.",{"@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/how-has-the-louisiana-scholarship-program-affected-students-a-comprehensive-summary-of-effects-after-four-years-school-choice-demonstration-project-updated-april-24-2019/586540/",{"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/how-has-the-louisiana-scholarship-program-affected-students-a-comprehensive-summary-of-effects-after-four-years-school-choice-demonstration-project-updated-april-24-2019/586540.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What overall effect did the LSP have on student achievement over four years?","Question",{"text":112,"@type":113},"Participating in the LSP had a statistically significant negative impact on student English Language Arts (ELA) and math scores across most evaluation years and samples.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did the LSP’s achievement effects vary across years and tests?",{"text":117,"@type":113},"Impacts differed by the specific criterion-referenced test and the accountability stakes tied to it. Negative effects were smaller in Year 1 for the iLEAP test and not statistically significant in the third year when no accountability stakes were assigned.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the LSP affect college enrollment rates?",{"text":121,"@type":113},"The effects were neutral: by 2018, college enrollment was 60.0% for LSP participants versus 59.5% for the experimental control group, a difference that was not statistically significant.","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},586540,1792210230,{"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":34,"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":36,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","How has the Louisiana Scholarship Program Affected Students? A Comprehensive Summary of Effects after Four Years  \nPatrick J. Wolf  \nUniversity of Arkansas  \nJonathan N. Mills  \nUniversity of Arkansas  \nYujie Sude  \nUniversity of Arkansas  \nHeidi H. Erickson  \nUniversity of Arkansas  \nMatthew L. Lee  \nUniversity of Arkansas  \nLouisiana Scholarship Program Evaluation Policy Brief School Choice Demonstration Project  \nUpdated April 24, 2019  \nSchool choice reforms comprise a broad category of policies aimed at improving public education through the introduction of market forces that expand customer choice and competition between schools. Here we summarize our four technical reports from the fourth and final year of research on the effects of a large statewide school voucher initiative, the Louisiana Scholarship Program (LSP), and draw the following conclusions:  \n􀁸 Overall, participating in the LSP had a statistically significant negative impact on student English Language Arts (ELA) and math scores across most years of the evaluation, including the fourth year, and across most samples of students studied.  \n􀁸 The achievement impacts ofthe LSP varied significantly based on the specific criterionreferenced test used and the accountability stakes attached to it. The negative test score impacts ofthe LSP were half as large in Year 1 when the test taken was the iLEAP, which is less aligned to the public school curriculum, than when it was the LEAP, which is more aligned. The impacts were not statistically significant in the third year of the evaluation, when no accountability stakes were assigned to the test scores.  \n􀁸 The achievement effects ofthe LSP varied based on student characteristics. African American students experienced significantly less negative impacts of voucher usage after four years relative to non-African American students.  \n􀁸 The achievement effects ofthe LSP varied based on the characteristics of the chosen schools. Students whose most-preferred schools were larger, charged higher tuition, and had longer school days experienced more favorable achievement impacts from participating in the LSP relative to their LSP peers who did not list such schools as their first choice. In some cases, test score impacts were positive and statistically significant for students choosing schools with these characteristics.  \n􀁸 The effects ofthe LSP on college enrollment rates were neutral. Students who participated in the LSP in grades 7-12 starting in the fall of 2012 enrolled in college by 2018 at a rate of 60.0 percent compared to a rate of 59.5% for members of the experimental control group. The difference of 0.5 percentage points between the two groups is not statistically significant. The results were similar for students enrolling in 2-year or 4-year colleges.  \n􀁸 Students applying to the LSP were disproportionately African American and low-income, compared to non-applicants. No consistent evidence indicates that the LSP is “cream skimming” or “pushing out” students based on their family social status or initial test scores. However, among LSP applicants, students with disabilities are less likely than students without disabilities to use a voucher initially.  \nCombined with prior evidence, these results are informative about both the specific design of voucher and other choice policies as well as how the effects of choice vary across different outcomes and contexts.  \nIntroduction  \nSchool choice has long been a subject of robust debate. Private school vouchers—programs providing public funds for students to attend K-12 private schools—tend to be the most contentious form of school choice. Over the past three years, our research team has released a series of reports examining how the LSP has affected key student and community conditions. In this brief, we summarize results from our final technical reports on the following questions:  \n1. How did LSP voucher use affect student achievement after four years?  \n2. Did the achi","cbCaimIuLcvLUjgv","https://ap.wps.com/l/cbCaimIuLcvLUjgv","pdf",858285,16,"English","# Introduction\n## The Louisiana Scholarship Program\n## Voucher use and student achievement after four years\n## Achievement differences by test, accountability, and student characteristics\n## Effects on college enrollment and applicant patterns","[{\"question\":\"What overall effect did the LSP have on student achievement over four years?\",\"answer\":\"Participating in the LSP had a statistically significant negative impact on student English Language Arts (ELA) and math scores across most evaluation years and samples.\"},{\"question\":\"Why did the LSP’s achievement effects vary across years and tests?\",\"answer\":\"Impacts differed by the specific criterion-referenced test and the accountability stakes tied to it. Negative effects were smaller in Year 1 for the iLEAP test and not statistically significant in the third year when no accountability stakes were assigned.\"},{\"question\":\"Did the LSP affect college enrollment rates?\",\"answer\":\"The effects were neutral: by 2018, college enrollment was 60.0% for LSP participants versus 59.5% for the experimental control group, a difference that was not statistically significant.\"}]","How has the Louisiana Scholarship Program Affected Students? A Comprehensive Summary of Effects after Four Years - School Choice Demonstration Project - Updated April 24, 2019 | PDF",1792058283]