Student reports of academic personalism increased dramatically in Culture of Calm schools relative to non-CoC schools (d = 1.1), though the substantive meaning is uncertain¶

Claim · All claims
Evidence · 1 study · associational r3 · q2 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The student Academic Personalism measure improved for CoC schools between 2009 and 2011 compared to non-CoC schools, with a large printed effect size (d = 1.1), but the authors caution the change may not be substantively substantial. → Rachel Levenstein 2011

Evidence¶

Rachel Levenstein 2011¶

Rachel Levenstein, Sue Sporte, Elaine Allensworth. (2011). Findings from an Investigation into the Culture of Calm Initiative. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/findings-investigation-culture-calm-initiative

q2 · i3 · associational · r3

HLM analysis of student survey trends found Academic Personalism "improved for CoC schools between 2009 and 2011 compared to non-CoC schools"; the printed effect size is d=1.1. The authors note schools are quite similar on this measure, so small changes seem statistically substantial.

"This measure improved for CoC schools between 2009 and 2011 compared to non-CoC schools. We expected this measure to improve because perceived support from teachers might increase as a result of the attention paid to student safety."

Discussion¶

Related Claims¶

• Teachers' reports of disorder and crime decreased at a faster rate in Culture of Calm schools than in non-CoC schools between 2009 and 2011 (d = 0.4) — related
• Student reports of safety did not improve faster in Culture of Calm schools than in other similar high schools — related
• Teacher-Principal Trust improved only marginally significantly, and Student-Teacher Trust, Program Coherence, Quality Professional Development, and Teacher-Parent Trust showed no significant differential change — related
• Pilot CoC schools did not improve faster than non-pilot CoC schools or non-CoC schools on any measure — related
• Time constraints, student attendance, and slow central-office approval of Statements of Work were the major implementation barriers reported by coordinators, principals, and vendors — related
• The 1997 Design for High Schools was intended to spur change in Chicago high schools by increasing both academic press and personalism — related