The grade students receive in the corresponding subject course is the strongest predictor of improvement from one EPAS test to the next¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Regardless of starting scores, students with higher grades in English, math, or science courses show larger improvements on the corresponding EPAS subject test. → Elaine Allensworth 2008

Evidence¶

Elaine Allensworth 2008¶

Elaine Allensworth, Macarena Correa, Steve Ponisciak. (2008). From High School to the Future: ACT Preparation–Too Much, Too Late. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/high-school-future-act-preparation-too-much-too-late

q2 · i? · associational · r3

Quantitative analysis of CPS transcript grades and EPAS scores finds students who receive higher grades in a subject course show higher improvements on that subject's test, whether they start the year with low or high scores.

"The strongest predictor of improvements from one Educational Planning and Assessment System (EPAS) test to another is the grade students receive in the corresponding subject course."

Discussion¶

Related Claims¶

• CPS students make smaller improvements on sequential EPAS tests from grade to grade than students nationally with the same prior scores — related
• Higher course grades predict larger ACT gains regardless of starting PLAN score; students with Ds or Fs lose ground — possibly the same claim (merge candidate)
• 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