In CHSRI small high schools, strong freshman course performance is associated with the combination of developmental practices, deep principal leadership, and teacher influence¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Two combinations of attributes were associated with strong course performance: three schools combined developmental practices, deep principal leadership, teacher influence, and strong student supports, and one school combined the first three without strong student supports. → W. David Stevens 2008

Evidence¶

W. David Stevens 2008¶

W. David Stevens. (2008). If Small Is Not Enough . . . ? The Characteristics of Successful Small High Schools in Chicago. Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/if-small-not-enough-characteristics-successful-small-high-schools-chicago

q2 · i? · associational · r2

Comparative analysis of ten CHSRI small schools using survey measures, qualitative fieldwork coding, and freshman GPA and on-track rates; schools were coded strong on each condition and outcomes were compared to demographically similar district schools. The analysis found "two combinations of attributes associated with strong course performance."

"Formal analysis of the distribution of characteristics and outcomes finds that there are two combinations of attributes associated with strong course performance. The first, found in three schools, combines developmental practices, deep principal leadership, teacher influence, and strong student supports."

Discussion¶

Related Claims¶

• None of the three key organizational characteristics is individually sufficient for strong freshman course performance in CHSRI small schools — a narrower finding that bears on this claim
• Strong personalized student supports tend to accompany strong freshman course performance but may not be essential — a narrower finding that bears on this claim
• Building a strong learning climate by supporting and guiding teacher collaboration around common goals is highlighted as a key finding — related
• High-performing CHSRI schools shared four practices for guiding and sustaining instructional improvement: defining leadership responsibilities, creatively distributing them, institutionalizing routines, and focusing team work on school-wide goals — related
• The five essential supports matter in combination: strength on clusters of supports, not isolated domains, predicts improvement — a broader claim this one bears on
• Knowledge of the on-track indicator and its use in district accountability were not enough to change school practice — related
• In one school, well-defined instructional priorities plus deliberate leadership facilitated sustained developmental practices — related
• Creativity-supportive school climates combine autonomy, psychological safety, teacher encouragement, and rich resources — related