Grow use is consistently greater in predominantly African-American schools across Chicago¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2007: local conditions change quickly
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? Mapping and HLM analyses of school-average Grow scores show greater use in predominantly African-American areas and lower use in white, integrated, and Latino areas. → John Q. Easton 2004
Evidence¶
John Q. Easton 2004¶
John Q. Easton, Stuart Luppescu. (2004). Teacher and Principal Responses to the Grow Network: A Preliminary Evaluation of Use in Chicago Public Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-and-principal-responses-grow-network-preliminary-evaluation-use-chicago-public
q2 · i? · associational · r3
Descriptive mapping of school-average Teacher Use of and Belief in Grow scores (top and bottom quartiles) across Chicago elementary schools, followed by hierarchical linear modeling of teachers within schools that, per the brief, confirmed the geographic pattern. No effect size is printed for this contrast.
"There are many more high Grow users on the Far South Side of the city, the mid-South Side near the lakefront, and the Far West Side. These are predominantly African-American areas. There is lower Grow use on the North Side in white, racially integrated, and Latino areas. Our statistical analyses confirm this eyeball inspection and show consistently greater Grow use in predominantly African-American schools."
Discussion¶
Related Claims¶
- Student background characteristics explain only a small amount of variation in school technology use, with males, Latinos, and at-risk students using less and higher achievers using more — related
- The home digital divide narrowed by 2003 and schools partially compensated, with predominantly African-American elementary students using school computers more than integrated-school students — related
- Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow — related
- A digital divide exists in Chicago students' home technology use, but schools do not strongly magnify it along racial or income lines — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
greater-grow-use-african-american-schools |
title |
Grow use is consistently greater in predominantly African-American schools across Chicago |
description |
Grow use is consistently greater in predominantly African-American schools across Chicago |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2004 |
recheck_by |
2007 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — john-q-easton-2004 |
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