Taking English I instead of remedial English substantially increased English I credit earning with no adverse consequences, but no GPA or reading-test benefits¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students at all ability levels were much more likely to earn English I credit when enrolled in English I rather than remedial English, and failure rates were unaffected. → Elaine Allensworth 2008 q2 i? Neither English GPA nor reading test scores were affected by English I enrollment instead of remedial English. → Elaine Allensworth 2008 (2)

Evidence¶

Elaine Allensworth 2008¶

Elaine Allensworth, Takako Nomi, Nicholas Montgomery, & Valerie E. Lee. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research at the University of Chicago. https://ccsr.uchicago.edu

q2 · i? · associational · r?

RQ2 enrollment-effect models for ninth-grade English outcomes; course absence was very slightly less (about a third of a day a year, p<.05) for the two lower ability groups.

"Students at all ability levels were much more likely to earn English I credit (p<.01), and their failure rates were unaffected."

Elaine Allensworth 2008 (2)¶

Elaine Allensworth, Takako Nomi, Nicholas Montgomery, & Valerie E. Lee. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research at the University of Chicago. https://ccsr.uchicago.edu

q2 · i? · associational · r?

Same RQ2 models; the authors note the English test contained literary material more typical of English I, but about half the questions were based on short and simple passages.

"Neither English GPA nor reading test scores were affected."

Discussion¶

Related Claims¶

• Enrolling in English I instead of remedial English increased credit earning with no adverse consequences, but few other benefits — possibly the same claim (merge candidate)
• Taking English I instead of remedial English increased English credit earning with no adverse consequences on failure rates or test scores — possibly the same claim (merge candidate)
• The policy substantially increased English I credit earning for low-ability students, with marginal increases in English failure and slightly lower grades — related