Deep Support schools showed significantly larger test-score improvements but smaller improvements in academic demand, teacher support, and elementary grades than non-Deep-Support schools¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both NWEA and ACT scores improved significantly more in Deep Support schools, though differences were quite small. → Julia A. Gwynne and Sarah Cashdollar 2018 q2 i? Improvements in academic demand and teacher support were larger and statistically significant in non-Deep-Support elementary schools, by around 0.05 standard deviations. → Julia A. Gwynne and Sarah Cashdollar 2018 (2)

Evidence¶

Julia A. Gwynne and Sarah Cashdollar 2018¶

Julia A. Gwynne and Sarah Cashdollar. (2018). Changes in Math Instruction and Student Outcomes since the Implementation of Common Core State Standards in Chicago. UChicago Consortium working paper. https://consortium.uchicago.edu/publications/changes-math-instruction-and-student-outcomes-implementation-common-core-state

q2 · i? · causal · r2

Separate DID analyses comparing Deep Support schools (87 schools receiving professional learning communities and coaching) to non-Deep-Support schools, shown in Appendix Figures A.5-A.7.

"both NWEA scores and ACT scores improved significantly more in Deep support Schools than in non-Deep-Support schools, although, again, the differences were quite small."

Julia A. Gwynne and Sarah Cashdollar 2018 (2)¶

Julia A. Gwynne and Sarah Cashdollar. (2018). Changes in Math Instruction and Student Outcomes since the Implementation of Common Core State Standards in Chicago. UChicago Consortium working paper. https://consortium.uchicago.edu/publications/changes-math-instruction-and-student-outcomes-implementation-common-core-state

q2 · i? · causal · r2

DID analysis of survey reports among sixth- through eighth-grade students; rigor and clarity improvements were similar across the two school types, and high school instruction improved at comparable rates.

"improvements in academic demand and teacher support were larger and statistically significant in non-Deep-Support schools, although the differences were small, around 0.05 standard deviations."

Discussion¶

Related Claims¶

• Eleventh-grade ACT math scores changed similarly across schools regardless of their level of standards-related professional development — related
• In elementary grades, students in schools with extensive standards-related professional development reported significantly larger improvements in academic demand, rigor, instructional clarity, and teacher support than students in schools with limited professional development — related
• Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning — related
• Strong school academic culture (academic press and college-going culture) raises ACT scores by about 0.6 points after controlling for prior PLAN scores — related
• CPS students make smaller improvements on sequential EPAS tests from grade to grade than students nationally with the same prior scores — related