High-poverty Chicago schools show instructional pacing that flattens out around fourth grade, while mixed-income schools keep pace with ITBS norms¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Even after controlling for prior achievement, the percent of low-income students enrolled in a school influences instructional pacing, with high-poverty schools flattening around fourth grade. → Julia B. Smith 1998

Evidence¶

Julia B. Smith 1998¶

Julia B. Smith, BetsAnn Smith, Anthony S. Bryk. (1998). Setting the Pace: Opportunities to Learn in Chicago's Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/setting-pace-opportunities-learn-chicago-public-elementary-schools

q2 · i? · associational · r2

Comparison of pacing trajectories between high-poverty schools (over 90 percent low-income enrollment) and mixed-income schools (less than 50 percent), controlling for prior achievement. The gap becomes apparent between fourth and fifth grade and grows larger each successive year.

"Chicago students who attend schools with high con- centrations of poverty experience slower instructional pacing that ba- sically flattens out around fourth grade."

Discussion¶

Related Claims¶

• Smaller schools and schools with lower student mobility show significantly stronger instructional pacing even after controlling for prior achievement and poverty — related
• Integrated schools are most likely to keep pace with ITBS norms while predominantly minority and African-American schools are most likely to lag — related
• Schools with high proportions of low-income students, large schools, and high-mobility schools are more likely to have incoherent grade-level curricula — related
• Less than half of Chicago elementary schools keep pace with ITBS grade-level content expectations during the last three years of elementary schooling — related
• Schools with strong professional community show faster instructional pacing than schools with weak professional community, including among high-poverty schools — related