Ninety-five Chicago elementary schools showed substantial improvement in academic productivity, accumulating an extra half year of learning in reading and over 1.25 years in mathematics over eight grades¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2009: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The study identified 95 schools showing substantial improvement in academic productivity in reading and mathematics. → Sebring 2006
q2 i? Accumulated over eight years of instruction, top-performing schools obtained an extra half year of learning in reading and over 1.25 years more in mathematics. → Sebring 2006
Evidence¶
Sebring 2006¶
Sebring, P. B., Allensworth, E., Bryk, A. S., Easton, J. Q., & Luppescu, S. (2006). The Essential Supports for School Improvement. Research Report, Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/essential-supports-school-improvement
q2 · i? · associational · r2
Citywide analysis of Chicago elementary schools' ITBS-based academic productivity trends, 1990-1996. The report identified 95 substantially improving schools and estimated accumulated effects over eight grades from base learning gains of 0.87 (reading) and 0.82 (math) grade equivalents.
"We identified 95 schools that showed substantial improvement in academic productivity in reading and mathematics."
Discussion¶
Related Claims¶
- Elementary schools strong in three or more of the five essential supports were ten times more likely to substantially improve student math and reading scores (attributed to Bryk et al., 2010) — related
- Chicago schools strong in most of the five essential supports were about 10 times more likely to show substantial gains in reading and mathematics — related
- Reformed elementary schools made significant test-score improvements versus matched comparison schools, with gains growing gradually over four years — related
- Authentic Pedagogy Assignments Predict Higher Achievement Gains in Chicago Elementary Schools — related
- Schools strong in the five essential supports are more likely to improve academically — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
95-improving-schools-extra-half-year-reading-1-25-math |
title |
Ninety-five Chicago elementary schools showed substantial improvement in academic productivity, accumulating an extra half year of learning in reading and over 1.25 years in mathematics over eight grades |
description |
Ninety-five Chicago elementary schools showed substantial improvement in academic productivity, accumulating an extra half year of learning in reading and over 1.25 years in mathematics over eight grades |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
recheck_by |
2009 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sebring-2006 |
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