CHSRI juniors' ACT scores were no different from similar students' and remained well below college readiness benchmarks¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: local conditions change quickly

Subclaims¶

q2 i? Average ACT composite scores for CHSRI juniors were almost identical to those of similar students at similar non-CHSRI schools in every year from 2002, averaging between 14.5 and 15.4, well below ACT college readiness benchmarks. → Susan Sporte 2010

Evidence¶

Susan Sporte 2010¶

Susan Sporte, Marisa de la Torre. (2010). Chicago High School Redesign Initiative: Schools, Students, and Outcomes. Consortium on Chicago School Research at the University of Chicago, Urban Education Institute. https://consortium.uchicago.edu/publications/chicago-high-school-redesign-initiative-schools-students-and-outcomes

q2 · i? · associational · r3

Comparative analysis of junior-year ACT composite scores (taken as part of the PSAE). CHSRI averages ranged 14.5-15.4 versus benchmarks of 18 (English) to 24 (science); for context, 2008 CPS average was 17.6 and Illinois 20.6. No effect size printed.

"In every year since this initiative started in 2002, the average ACT score for students at CHSRI schools has been almost identical to the average ACT score for similar students at similar non-CHSRI schools, averaging between 14.5 and 15.4"

Discussion¶

Related Claims¶

• Fewer than half of CPS juniors meet ACT college-readiness benchmarks in any subject, with science lowest at 9 percent — related
• CPS students' ACT scores fall below both their college aspirations and their own expectations, and most interviewed students scored lower than they expected — related
• CPS students make smaller improvements on sequential EPAS tests from grade to grade than students nationally with the same prior scores — related
• Outcome differences between CHSRI new-start and redesigned schools were not statistically significant after accounting for incoming student differences — related
• The ACT does not distinguish well among low-achieving students, while WorkKeys differentiates achievement levels among these students — related
• Student reports of instruction were generally similar across school types, with juniors in small schools reporting higher academic press and support — related
• Combined strong academic culture and high grades more than double EXPLORE-to-ACT gains at every starting score, including moving students from an EXPLORE of 17 to an average ACT of 20.7 — related
• IDS schools showed no differences in EXPLORE-to-PLAN test score growth compared with the rest of the CPS system — related