Eleventh-grade ACT math scores changed similarly across schools regardless of their level of standards-related professional development¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Changes in ACT scores were similar for schools with extensive, average, and limited professional development. → Julia A. Gwynne and Sarah Cashdollar 2018

Evidence¶

Julia A. Gwynne and Sarah Cashdollar 2018¶

Julia A. Gwynne and Sarah Cashdollar. (2018). Changes in Math Instruction and Student Outcomes since the Implementation of Common Core State Standards in Chicago. UChicago Consortium working paper. https://consortium.uchicago.edu/publications/changes-math-instruction-and-student-outcomes-implementation-common-core-state

q2 · i? · causal · r2

Analysis of eleventh-grade ACT math scores (spring 2011 to spring 2016) across the three time periods and three PD levels; the authors note this echoes the finding that academic demand increased at similar rates for these schools.

"Changes in ACT scores were similar for schools with extensive, average and limited professional development."

Discussion¶

Related Claims¶

• In Chicago middle grades, schools with more extensive CCSS-M professional learning showed significantly greater post-implementation improvements in instructional practices, math grades, pass rates, and test scores — related
• In high schools, extensive-PD schools started with significantly lower rigor and teacher support but closed the gap by early implementation, while academic demand and clarity improved at rates comparable to limited-PD schools — related
• Deep Support schools showed significantly larger test-score improvements but smaller improvements in academic demand, teacher support, and elementary grades than non-Deep-Support schools — related
• CPS students make smaller improvements on sequential EPAS tests from grade to grade than students nationally with the same prior scores — related
• Higher course grades predict larger ACT gains regardless of starting PLAN score; students with Ds or Fs lose ground — related
• Math course passing rates improved significantly more in elementary schools with extensive professional development, while course grades improved at similar rates across PD levels — related
• In elementary grades, students in schools with extensive standards-related professional development reported significantly larger improvements in academic demand, rigor, instructional clarity, and teacher support than students in schools with limited professional development — related
• Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning — related