Schools strong in the five essential supports are more likely to improve academically¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q2
Currency · newest study 2007 · 1 of 2 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q2 i? Consortium studies show schools strong in the essential supports are more likely to improve academically, and weak schools more likely to be nonimproving. → Luppescu 2003

q2 i? Studies of Chicago Public Schools show that elementary and high schools strong in the essential supports are more likely to improve student learning over time. → Luppescu 2007

Evidence¶

Luppescu 2003¶

Luppescu, S., Hart, H., Jennings, S., & Dean, M. (2003). Torvalds Improving Chicago's Schools: 2003 Survey Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/improving-chicagos-schools-torvalds

q2 · i? · associational · r2

The report summarizes prior Consortium research on Chicago public schools since 1990 as demonstrating the importance of the five essential supports. No effect sizes or individual study details are printed; this is the report's own synthesis of its research base.

"Consortium studies show that schools that are strong in these essential supports are more likely to improve academically. Studies also show that schools that are weak are more likely to be academically nonimproving."

Luppescu 2007¶

Luppescu, Stuart, Hart, Holly, Rosenkranz, Todd, Montgomery, Nicholas, Sporte, Susan, and Sebring, Penny Bender. (2007). Consortium on Chicago School Research 2007 Individual School Survey Report. http://ccsr.uchicago.edu/ISR

q2 · i? · associational · r?

The report states this as a finding from CCSR's longitudinal studies of Chicago school improvement since 1990, citing the Essential Supports research (Sebring et al., 2006). No effect size is printed; the report says the finding is why "your report shows how strong or weak your school is on the fact ors that matter for improving student learning".

"Studies of Chicago Public Schools have shown that elementar y and high schools strong in the essential supports are more likely to improve student le arning over time."

Discussion¶

Related Claims¶

• Chicago elementary schools strong in most essential supports were at least ten times more likely than weak-support schools to show substantial gains in both reading and mathematics — a narrower finding that bears on this claim
• Schools weak in most essential supports were four to five times more likely to stagnate than schools with strong overall organizational capacity — related
• 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 — related
• Ninety-five Chicago elementary schools showed substantial improvement in academic productivity, accumulating an extra half year of learning in reading and over 1.25 years in mathematics over eight grades — related
• Fewer than 10 percent of elementary schools with a sustained weakness in one essential support showed improvements in student outcomes (attributed to Bryk et al., 2010) — related
• Chicago students gain most in achievement when strong academic press and strong social support occur together, and learn less when either is strong and the other weak — a narrower finding that bears on this claim
• Schools strong in five essential supports were at least ten times more likely to show substantial reading and math gains — a narrower finding that bears on this claim
• Academic achievement is more likely in classrooms that combine personalism with a strong press toward academic work — related
• Schools that improved focused on multiple mutually-reinforcing aspects of school organization rather than a single aspect — related
• The five essential supports reinforce each other and depend on a school environment infused with mutual trust — related
• Student learning improves most where multiple related essential supports are implemented and evaluated — a broader claim this one bears on
• Elementary attendance improved more in schools that were strong or growing on 5Essentials Survey measures, in both pooled and within-school models — related