Student reports of instruction were generally similar across school types, with juniors in small schools reporting higher academic press and support¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Instructional-experience measures were mostly similar between CHSRI and comparable schools; the notable exception was juniors reporting significantly greater academic press, with juniors also experiencing moderately higher expectations and more academic and social support. → Kahne 2006

Evidence¶

Kahne 2006¶

Kahne, J. E., Sporte, S., de la Torre, M., with Easton, J. Q. (2006). Small High Schools on a Larger Scale: The First Three Years of the Chicago High School Redesign Initiative. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/small-schools-larger-scale-first-three-years-chicago-high-school-redesign-initiative

q2 · i? · associational · r2

Rasch-scaled measures from the 2005 Consortium student survey (865 freshmen in 12 CHSRI schools; 244 juniors in 6 CHSRI schools, with large non-CHSRI comparison samples) analyzed with three-level HLMs. No effect size printed for academic press; no n printed for the support findings.

"Student and teacher reports of instruction in small schools were generally quite similar to reports in other schools with comparable students. One notable exception is that juniors in small schools reported greater levels of academic press; this difference was statistically signifi cant."

Discussion¶

Related Claims¶

• CHSRI students did not score differently on the PSAE in reading or math, and freshmen were not significantly more likely to be on-track — related
• CHSRI juniors' ACT scores were no different from similar students' and remained well below college readiness benchmarks — related
• Juniors in the first CHSRI cohort were seven percentage points less likely to have dropped out by junior year, marginally significant — related
• Differences favoring CHSRI teachers on facilitators of instructional improvement were small and mostly not statistically significant — related
• Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools — related
• CHSRI students graduated at significantly higher four-year rates than similar students, with differences of 7 to more than 9 percentage points across cohorts — related
• Teachers and principals in CHSRI small schools describe an environment marked by trust, commitment, and strong professional community in year two — related