Annenberg students' ITBS achievement improved while student engagement and classroom behavior declined, mirroring outcomes across the Chicago system¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2004: local conditions change quickly

Subclaims¶

q2 i? Student academic achievement on the ITBS improved in Annenberg schools, but student engagement and classroom behavior levels declined, in patterns mirroring student outcomes across the system. → Wenzel 2001

Evidence¶

Wenzel 2001¶

Wenzel, S. A., Smylie, M. A., Sebring, P. B., Allensworth, E., Gutierrez, T., Hallman, S., Luppescu, S., & Miller, S. R. (2001). Development of Chicago Annenberg Schools: 1996-1999. Consortium on Chicago School Research. https://eric.ed.gov/?id=ED452313

q2 · i? · associational · r2

Analyses of standardized ITBS scores and survey data compared Annenberg elementary schools with demographically comparable non-Annenberg schools from 1996-97 through 1998-99. The report found achievement "as measured by the ITBS improved, but student engagement and classroom behavior levels declined."

"Likewise, we found that student achievement and social-psychological outcomes in Annenberg schools mirrored student outcomes across the system—students' academic achievement as measured by the ITBS improved, but student engagement and classroom behavior levels declined."

Discussion¶

Related Claims¶

• The Chicago Annenberg Challenge had little impact on student academic achievement: rates of gain in Annenberg schools did not differ significantly from non-Annenberg schools — related
• Annenberg schools showed no significant differences from non-Annenberg schools in student social and psychological outcomes, some of which weakened — related
• Chicago Annenberg Challenge schools enrolled about 220 schools and 42 percent of CPS students, with demographics largely representative of the system — related