Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2011: 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? Across 23 observed classes, engagement was high or medium in nearly all, with only one classroom rated low; disruption was minimal and short-lived. → David Stevens 2008
Evidence¶
David Stevens 2008¶
David Stevens, Sue Sporte, Sara Ray Stoelinga, Alissa Bolz. (2008). Lessons from High Performing Small High Schools in Chicago. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/lessons-high-performing-small-high-schools-chicago
q2 · i? · qualitative · r2
Ethnographic observation of 23 classes; researchers assigned each class an overall engagement level (high, medium, or low) based on its most consistent level. The sample was "characterized by high or medium engagement levels" with only one low-engagement classroom.
"Overall, the sample of classes that we observed was characterized by high or medium engagement levels. Even if students were not genuinely interested in the class activities, they were still generally on-task, paying attention and responding. Only one classroom in our sample could be described as having low student engagement."
Discussion¶
Related Claims¶
- Classrooms in high-performing CHSRI schools showed positive, mutually respectful student-teacher relationships with emotional and academic support — related
- English/language arts classes in high-performing CHSRI schools required high academic demand, with high-level skill activities in 21 of 23 observed classes — related
- 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 — related
- Non-instructional time averages 23 percent in observed Chicago elementary classrooms, with half of teachers at 14 percent and half at 30 percent — related
- Observed classroom engagement showed a small ITT effect and a medium CACE effect, neither statistically significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
chsri-classes-engagement-calm |
title |
Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class |
description |
Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2008 |
recheck_by |
2011 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — david-stevens-2008 |
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