Exposure to high-quality assignments predicted substantially higher IGAP reading, mathematics, and writing performance (effect sizes 0.43, 0.64, 0.52)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
Currency · newest study 2001 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Two otherwise similar students would differ by 32 points on IGAP reading, 48 points on IGAP math, and 2.3 points on the IGAP writing rubric depending on exposure to high- versus low-quality assignments, corresponding to effect sizes of 0.43, 0.64, and 0.52. → Fred M. Newmann 2001

Evidence¶

Fred M. Newmann 2001¶

Fred M. Newmann, Anthony S. Bryk, Jenny K. Nagaoka. (2001). Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/authentic-intellectual-work-and-standardized-tests-conflict-or-coexistence

q2 · i2 · associational · r2

Value-added analysis of IGAP reading, mathematics, and writing outcomes for classrooms differing in assignment quality, controlling for demographics and prior-year ITBS scores. The illustrative contrast between two comparable students yields printed effect sizes of "0.43, 0.64, and 0.52, respectively."

"student A would, according to our analyses, outperform his or her schoolmate, student B, by 32 points on the IGAP reading test and by 48 points on the IGAP math test. He or she would also be predicted to score 2.3 points higher on the IGAP writing rubric. These differences translate into standard effect sizes of 0.43, 0.64, and 0.52, respectively."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Chicago classrooms with high-quality authentic intellectual assignments showed greater one-year ITBS gains than classrooms with low-quality assignments — related
• Both high- and low-prior-achieving students benefited from high-quality assignments, with math favoring low achievers and reading favoring high achievers — related
• In a purposive sample of Chicago schools, both high- and low-prior-achieving students who received more intellectually demanding assignments made larger test-score gains — related
• Instruction organized to promote authentic intellectual work was associated with more complex student thinking and greater standardized test gains — related