Nearly half of Chicago eighth graders and more than a third of tenth graders rate their classes as disruptive or very disruptive, and teachers corroborate frequent disruption¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Almost half of eighth graders and more than one-third of tenth graders describe their classes as disruptive or very disruptive. → Sebring 1996 q3 i? Teachers corroborate students' views: 41 percent of elementary and 23 percent of high school teachers report student misbehavior disrupts their classes five or more times on a typical day. → Sebring 1996 (2)

Evidence¶

Sebring 1996¶

Sebring, P. B., Bryk, A. S., Roderick, M., Camburn, E., Luppescu, S., Thum, Y. M., Smith, B., & Kahne, J. (1996). Charting Reform in Chicago: The Students Speak. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-chicago-students-speak

q3 · i? · associational · r2

Student survey ratings of classroom behavior in language arts/English, mathematics, social studies, and science classes. In disruptive classes students report "little mutual help, students tend to make fun of one another, and they often disrupt class."

"Almost half the eighth graders and more than one-third of the tenth grad- ers rate their classes as disruptive or very disruptive."

Sebring 1996 (2)¶

Sebring, P. B., Bryk, A. S., Roderick, M., Camburn, E., Luppescu, S., Thum, Y. M., Smith, B., & Kahne, J. (1996). Charting Reform in Chicago: The Students Speak. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-chicago-students-speak

q3 · i? · associational · r2

Parallel teacher survey corroboration of student reports of disruption. The authors also note more than 40 percent of teachers judged student behavior had gotten worse during the past three years.

"41 percent of elementary school teachers and 23 percent of high school teachers indicated that, on a typical day, student misbehavior dis- rupts their classes five times or more"

Discussion¶

Related Claims¶

• The Charting Reform surveys reached 266 elementary schools and 40 high schools in Chicago in Spring 1994 — related
• Students' reports of teacher personalism drop sharply between eighth and tenth grade in Chicago public schools — related
• Teachers' most negative reports concern student behavior, which more teachers say has gotten worse than better — related
• Chicago teachers are far more likely to report improvements in their own work than improvements in student academic performance — related
• Math and science instruction improved in Chicago during the years of standards reform, based on student survey reports of classroom experiences before and after reform — reports the opposite
• Teachers report that disruptive behaviors of students in foster care are easily misinterpreted and that purely disciplinary responses can make things worse — related
• Disruptive student behavior is associated with less academic engaged time and lower achievement — related
• Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class — related
• Parental involvement declines as students move from eighth to tenth grade in Chicago and nationally — related