The 1997 Design for High Schools was intended to spur change in Chicago high schools by increasing both academic press and personalism¶

Claim · All claims
Evidence · 1 study · design r? · q1
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2004: local conditions change quickly

Subclaims¶

q1 i? The Design for High Schools, adopted in 1997, aimed to increase academic press and personalism in Chicago Public Schools high schools. → Title as printed 2001

Evidence¶

Title as printed 2001¶

Title as printed. (2001). UChicago Consortium on Chicago School Research. https://consortium.uchicago.edu

q1 · i? · design · r?

The publication overview states the Reform Board of Trustees adopted the Design for High Schools in 1997, describing its intent as "increasing both academic press and personalism" in Chicago high schools. No outcome data appear on this page.

"The Design was intended to spur change in the high schools by increasing both academic press and personalism."

Discussion¶

Related Claims¶

• 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 — related
• Academic achievement is more likely in classrooms that combine personalism with a strong press toward academic work — a broader claim this one bears on
• Schools high on both personalism and academic press show substantially higher student academic engagement than schools high on either alone — possibly the same claim (merge candidate)
• Personalism and academic press each had only small influences on engagement, but their combination elevated student academic engagement substantially — possibly the same claim (merge candidate)