District-provided instructional resources supported strong practices only when instruction-ready and tied to professional learning; other resources showed a null or negative relationship¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? District instructional resources were helpful for implementing strong practices when they were instruction-ready and tied to professional learning, while other instructional resources showed a null or negative relationship with practices. → New research: Chicago showed instructional improvements under standards reform 2022

Evidence¶

New research: Chicago showed instructional improvements under standards reform 2022¶

New research: Chicago showed instructional improvements under standards reform, while many other places did not. (2022). UChicago Consortium on School Research. https://consortium.uchicago.edu

q2 · i? · associational · r?

A districtwide analysis of survey and interview data on Chicago's standards implementation examined the relationship between instructional resources and classroom practices. The release reports other resources "showed a null or negative relationship with practices". No effect size is printed.

"Instructional resources provided by the district were helpful for implementing strong practices when they were instruction-ready and tied to professional learning around instructional practices, while other instructional resources showed a null or negative relationship with practices"

Discussion¶

Related Claims¶

• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — the general claim this finding bears on, with the studies behind it
• Curriculum and instructional resources show more modest and mixed relationships with standards-aligned instructional practices — a broader claim this one bears on
• Professional learning opportunities are strongly related to teachers' use of standards-aligned instructional practices in math and science — related
• One year of Teacher Potential Project participation improved teachers' overall English language arts instructional practices relative to district curriculum and professional development — related
• Within schools, principal leadership relates to individual teachers' instruction through multiple pathways, with the strongest via program quality (professional development and coherence) — related
• Math and science instruction improved in Chicago during the years of standards reform, based on student survey reports of classroom experiences before and after reform — related
• Collaboration with colleagues around instruction has consistently positive relationships with math and science instructional practices — related