In high schools, extensive-PD schools started with significantly lower rigor and teacher support but closed the gap by early implementation, while academic demand and clarity improved at rates comparable to limited-PD schools¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
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? High schools with extensive PD improved about 0.15 standard deviations in rigor and teacher support, closing a preexisting gap with limited-PD schools. → Julia A. Gwynne and Sarah Cashdollar 2018
Evidence¶
Julia A. Gwynne and Sarah Cashdollar 2018¶
Julia A. Gwynne and Sarah Cashdollar. (2018). Changes in Math Instruction and Student Outcomes since the Implementation of Common Core State Standards in Chicago. UChicago Consortium working paper. https://consortium.uchicago.edu/publications/changes-math-instruction-and-student-outcomes-implementation-common-core-state
q2 · i? · causal · r2
Difference-in-difference analysis of high school students' survey reports (grades 9-12) across three time periods; improvements among high schools with extensive PD were "0.15 standard deviations compared to approximately 0.10" for elementary schools.
"During the pre-implementation period, schools in which teachers would eventually report extensive standards-related professional development in 2015 started out with significantly lower levels of rigor and teacher support than schools with limited professional development, but by the early implementation period they had caught up and closed the gap."
Discussion¶
Related Claims¶
- Eleventh-grade ACT math scores changed similarly across schools regardless of their level of standards-related professional development — related
- In elementary grades, students in schools with extensive standards-related professional development reported significantly larger improvements in academic demand, rigor, instructional clarity, and teacher support than students in schools with limited professional development — related
- Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
hs-extensive-pd-closed-rigor-support-gap |
title |
In high schools, extensive-PD schools started with significantly lower rigor and teacher support but closed the gap by early implementation, while academic demand and clarity improved at rates comparable to limited-PD schools |
description |
In high schools, extensive-PD schools started with significantly lower rigor and teacher support but closed the gap by early implementation, while academic demand and clarity improved at rates comparable to limited-PD... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — julia-a-gwynne-and-sarah-cashdollar-2018 |
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