Annenberg schools showed no significant differences from non-Annenberg schools in student social and psychological outcomes, some of which weakened¶

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

Subclaims¶

q2 i? Student academic engagement was only slightly greater in 2001 than before the Challenge, while classroom behavior, students' sense of self-efficacy, and social competence were weaker in 2001, with no statistically significant differences between Annenberg and non-Annenberg schools. → 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 · r?

Survey-based trend analysis of student social and psychological outcomes (Figures 11–14, Table 3) comparing Annenberg schools with demographically similar non-Annenberg schools from 1994 or 1997 to 2001. The report finds "no statistically significant differences in these outcomes between Annenberg schools and non-Annenberg schools."

"Across Annenberg schools, student academic engagement was only slightly greater in 2001 than before the Challenge. Classroom behavior, students' sense of self-efficacy, and social competence were weaker in 2001 than before the Challenge. Like student academic achievement, there were no statistically significant differences in these outcomes between Annenberg schools and non-Annenberg schools."

Discussion¶

Related Claims¶

• Annenberg students' ITBS achievement improved while student engagement and classroom behavior declined, mirroring outcomes across the Chicago system — related
• 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 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
• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change — related