Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2001 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? In Chicago elementary schools, students learned more in reading and mathematics when teachers used interactive instruction frequently, compared to the city average gain. → 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 linking teacher survey reports of interactive instruction to ITBS achievement gains for over 100,000 students in 384 schools, controlling for student, classroom, and school characteristics. Students in high-interactive schools gained "5.1 percent more than the city average in mathematics and 5.2 percent more in reading."
"In schools where teachers used interactive instruction frequently, students learned 5.1 percent more than the city average in mathematics and 5.2 percent more in reading."
Discussion¶
Related Claims¶
- Active Learning Improves Exam Performance — the general claim this finding bears on, with the studies behind it
- Didactic instruction is negatively associated with one-year achievement gains in reading and mathematics — related
- Frequent instructional review is negatively associated with one-year achievement gains — related
- Authentic Pedagogy Assignments Predict Higher Achievement Gains in Chicago Elementary Schools — related
- Chicago schools strong in most of the five essential supports were about 10 times more likely to show substantial gains in reading and mathematics — related
- Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction — related
- Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms — related
- Interactive instruction declines and didactic instruction increases across elementary grade levels — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
interactive-instruction-positive-achievement-gains-chicago |
title |
Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools |
description |
Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2001 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — julia-b-smith-2001 |
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