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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Between 1996 and 2001, student academic achievement improved across Annenberg schools as it did across the Chicago Public School system, with no statistically significant differences between Annenberg schools and non-Annenberg schools in rates of achievement gain. → Smylie 2003

Evidence¶

Smylie 2003¶

Smylie, M. A., Wenzel, S. A., with Allensworth, E., Fendt, C., Hallman, S., Luppescu, S., & Nagaoka, J. (2003). The Chicago Annenberg Challenge: Successes, Failures, and Lessons for the Future. Consortium on Chicago School Research. https://eric.ed.gov/?id=ED

q2 · i? · associational · r2

Comparative analysis of ITBS reading and math scores (Figures 7–10) comparing Annenberg elementary schools with demographically similar non-Annenberg schools from 1994 to 2001. The report states there were "no statistically significant differences between Annenberg schools and non-Annenberg schools in rates of achievement gain"; equivalence was not tested.

"Analyses of ITBS scores indicate that between 1996 and 2001, student academic achievement improved across Annenberg schools as it did across the Chicago Public School system as a whole. At the same time, rates of gain in student achievement among Annenberg schools did not improve markedly. There were no statistically significant differences between Annenberg schools and non-Annenberg schools in rates of achievement gain."

Discussion¶

Related Claims¶

• Annenberg students' ITBS achievement improved while student engagement and classroom behavior declined, mirroring outcomes across the Chicago system — related
• Annenberg schools showed no significant differences from non-Annenberg schools in student social and psychological outcomes, some of which weakened — related
• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change — related
• Annenberg elementary schools developed in small but potentially significant ways in leadership, professional community, parent and community support, and social trust, mostly mirroring citywide development patterns — related
• The 12 Annenberg sample schools performed below Chicago system averages on ITBS math and reading norms — related
• Chicago Annenberg Challenge schools enrolled about 220 schools and 42 percent of CPS students, with demographics largely representative of the system — related
• CTE course-taking generally has little or no effect on academic achievement, but math-enhanced CTE lessons significantly improved standardized math performance — related