A majority of writing and mathematics assignments in 12 Chicago Annenberg schools fell into the lowest two challenge categories¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 1998 · checked against its sources 2026-10-08 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2001: local conditions change quickly

Subclaims¶

q2 i? Across grades three, six, and eight, most writing and math assignments provided no challenge or minimal challenge for authentic intellectual work. → Newmann 1998

Evidence¶

Newmann 1998¶

Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The Quality of Intellectual Work in Chicago Schools: A Baseline Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/quality-intellectual-work-chicago-schools-baseline-report

q2 · i? · associational · r1

Documentary analysis of 349 assignments from 74 teachers in 12 Chicago Annenberg schools, spring 1997, scored against authentic intellectual work standards and plotted in Figure 11. The report states that "a majority of the writing and math assignments fell into the lowest two categories."

"Nevertheless, across all three grade levels, a majority of the writing and math assignments fell into the lowest two categories, no challenge and minimal challenge."

Newmann 1998 (2)¶

Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The Quality of Intellectual Work in Chicago Schools: A Baseline Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/quality-intellectual-work-chicago-schools-baseline-report

q2 · i? · associational · r1

In the same assignment analysis, the report reports that in third grade 43 percent of writing assignments and the same percentage of mathematics assignments provided no challenge, typically requiring fill-in-the-blank or routine algorithm application.

"For example, in third grade 43 percent of the writing assignments fell into the no challenge category."

Discussion¶

Related Claims¶

• The intellectual quality of classroom assignments in Annenberg Challenge schools improved between 1997 and 1999, though some 1999 averages were lower than 1998 — related
• A 1998 baseline study found typical Chicago assignments were mostly rudimentary basic-skills exercises, but most students completed the more demanding tasks they were given — related
• Writing assignments made more challenging demands than mathematics assignments across all three grades, with grade-level patterns differing by subject — related
• Writing assignments in 1999 showed more intellectual challenge than mathematics, with 48 to 64 percent reaching moderate or extensive challenge depending on grade — related
• More than 80 percent of sixth and eighth grade mathematics assignments in 1999 provided only minimal or no intellectual challenge — a narrower finding that bears on this claim
• Students showed more authentic intellectual work in writing than in mathematics — related
• Assignment quality improved between 1997 and 1999, yet math assignment challenge remained very low — related
• Students whose assignments are more authentic produce more authentic intellectual work in both writing and mathematics — related