Frequent instructional review is negatively associated with one-year achievement gains¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students learned less in reading and mathematics when teachers reported frequent use of review of previously taught content. → Julia B. Smith 2001

Evidence¶

Julia B. Smith 2001¶

Julia B. Smith, Valerie E. Lee, and Fred M. Newmann. (2001). Instruction and Achievement in Chicago Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/instruction-and-achievement-chicago-elementary-schools

q2 · i? · associational · r2

HLM analysis of Chicago elementary students' ITBS gains controlling for student, classroom, and school characteristics. Students with less review exposure learned "4.2 percent more in mathematics and 4.1 percent more in read- ing than the city’s average achievement gain."

"Students exposed to less fre- quent use of review learned 4.2 percent more in mathematics and 4.1 percent more in read- ing than the city’s average achievement gain."

Discussion¶

Related Claims¶

• Didactic instruction is negatively associated with one-year achievement gains in reading and mathematics — related
• Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools — related
• Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms — related
• School organizational supports are associated with more interactive and less didactic instruction — related