Racial composition, student mobility, limited-English percentage, and low-income concentration are not independently related to reform implementation once school size is accounted for¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 1991 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 1996: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Among schools of similar size, racial composition, student mobility, and the concentration of low-income students do not predict how school reform is being implemented. → Easton 1991
Evidence¶
Easton 1991¶
Easton, J. Q., Bryk, A. S., Driscoll, M., Kotsakis, J. G., Sebring, P. A., & van der Raeg, A. J. (1991). Charting Reform: The Teachers' Turn — Report No. 1 on a Survey of CPS Elementary School Teachers. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-teachers-turn
q2 · i? · associational · r2
Regression analyses controlling for school size, pre-reform achievement, student mobility, racial composition, and low-income concentration; the report states school size is the strongest statistical predictor for these reform-related outcomes.
"These analyses also reveaIed that racial composition, the percent of limited-English speaking students, the student mobility rate and the concentration of low-income students are not independently related to how we11 reform is proceed- ing."
Discussion¶
Learner Variables¶
- Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- Schools with strong essential supports were more likely to sit in communities with strong social capital, low crime, and low density of abused or neglected children — the general claim this finding bears on, with the studies behind it
- School improvement rates varied by community type: Latino, racially diverse, and integrated schools improved disproportionately, while stagnation concentrated in predominantly African-American low-income communities — related
- During Phase I reform, a subset of very disadvantaged, racially isolated African-American schools showed weak improvement — related
- English learner program type, student mobility, discipline rates, and teacher experience were not statistically significant predictors and were removed from the final model — related
- School-level concentration of low income students and racial isolation are associated with higher early literacy risk rates — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
demographics-not-independent-reform-predictors |
title |
Racial composition, student mobility, limited-English percentage, and low-income concentration are not independently related to reform implementation once school size is accounted for |
description |
Racial composition, student mobility, limited-English percentage, and low-income concentration are not independently related to reform implementation once school size is accounted for |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1991 |
source_checked |
2026-10-20 |
recheck_by |
1996 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — easton-1991 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.