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¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Student survey reports of classroom experiences indicate that math and science instruction in Chicago Public Schools improved during the years of standards reform. → New research: Chicago showed instructional improvements under standards reform 2022
Evidence¶
New research: Chicago showed instructional improvements under standards reform 2022¶
New research: Chicago showed instructional improvements under standards reform, while many other places did not. (2022). UChicago Consortium on School Research. https://consortium.uchicago.edu
q2 · i? · associational · r?
A districtwide study of Chicago Public Schools used student and teacher surveys, interviews, and achievement data from 2014-15 to 2017-18. The release reports that "Math and science instruction improved in Chicago during the years of standards reform" per student survey reports. No effect size is printed.
"Math and science instruction improved in Chicago during the years of standards reform, based on student survey reports of their classroom experiences from before and after standards reform."
Discussion¶
Related Claims¶
- Schools where students and teachers reported frequent use of standards-aligned practices showed stronger assessment gains than schools with few reports of frequent use — related
- The largest improvements in mathematics instruction and learning gains went to students with the lowest tested math scores — a narrower finding that bears on this claim
- 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 — reports the opposite
- Professional learning, broadly defined to include teacher collaboration, coaching, and workshops, was the most important support strategy for instructional change — related
- District-provided instructional resources supported strong practices only when instruction-ready and tied to professional learning; other resources showed a null or negative relationship — related
- Elementary/middle-grade math scores improved incrementally across all three eras while reading scores remained fairly flat for two decades — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
chicago-instruction-improved-standards-reform |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — new-research-chicago-showed-instructional-improvements-under-standards-reform-2022 |
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