School academic press is positively related to school-average reading and math achievement gains in Chicago middle grades¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in high-press schools gained more in reading and math than students in low-press schools, after controls. → Valerie E. Lee 1999

Evidence¶

Valerie E. Lee 1999¶

Valerie E. Lee, Julia B. Smith, Tamara E. Perry, Mark A. Smylie. (1999). Social Support, Academic Press, and Student Achievement: A View from the Middle Grades in Chicago. Chicago Annenberg Research Project, Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/social-support-academic-press-and-student-achievement-view-middle-grades-chicago

q2 · i? · associational · r2

Same HLM analysis of survey and ITBS data from 304 Chicago schools; academic press was a school average of teacher and student survey items. High-press schools showed "1.37 GEs" reading and "1.64 GEs" math gains versus 0.57 and 0.90 GEs in low-press schools.

"in schools where academic press was low, reading achievement rose on an average of 0.57 GEs (5.7 months) and math achievement rose 0.90 GEs (9 months). In schools where academic press was high, reading achievement increased an average of 1.37 GEs (1 year, 3.7 months) and math achievement increased an average of 1.64 GEs (1 year, 6.4 months)."

Discussion¶

Related Claims¶

• Students' social support is positively related to one-year reading and math achievement gains in Chicago middle grades, controlling for background and school characteristics — related
• Chicago students gain most in achievement when strong academic press and strong social support occur together, and learn less when either is strong and the other weak — related
• Strong school academic culture (academic press and college-going culture) raises ACT scores by about 0.6 points after controlling for prior PLAN scores — related
• Combined strong academic culture and high grades more than double EXPLORE-to-ACT gains at every starting score, including moving students from an EXPLORE of 17 to an average ACT of 20.7 — related
• School Supports Including Academic Press, Social Support, and Instructional Program Coherence Relate to Achievement — a broader claim this one bears on