"Why schools do or do not get results is extremely difficult to answer – policies and conditions are notrandomly assigned to schools, and it’s very tough to disentangle all the factors - many unmeasurable - thatmight affect achievement (Betts and Hill, 2006). But the available evidence at this point is sufficient tostart drawing a few highly tentative conclusions about “what works” (in this context, increases test scoresmore quickly than do comparable regular public schools)."
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