Chicago elementary student achievement improved steadily from 1990 to 1999 under local control, with the share of students reaching national norms growing to 35 percent in reading and 43 percent in math¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Between 1990 and 1999, the proportion of Chicago students in grades three through eight reaching national norms grew from about a quarter to 35 percent in reading and 43 percent in math. → Penny Bender Sebring and Anthony S. Bryk 2000

Evidence¶

Penny Bender Sebring and Anthony S. Bryk 2000¶

Penny Bender Sebring and Anthony S. Bryk. (2000). School Leadership and the Bottom Line in Chicago. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/school-leadership-and-bottom-line-chicago

q2 · i? · associational · r2

Longitudinal analysis of standardized test scores linked to Consortium survey and case-study data reports the citywide trend: "this proportion had grown to 35 percent in reading and 43 percent in math" by 1999, up from about a quarter in 1990.

"In 1990, about a quarter of the students in grades three through eight reached national norms in reading and mathematics. By 1999, this proportion had grown to 35 percent in reading and 43 percent in math."

Discussion¶

Related Claims¶

• CPS elementary ITBS scores improved across the 1990s in both reading and math for all age groups, but trend gains flattened after 1998 — related
• All six CPS age cohorts saw a slight 2001 decline in math scores of less than one month, which a Rasch-score re-analysis suggests reflects an actual drop in learning rather than test-form effects — related