The largest improvements in mathematics instruction and learning gains went to students with the lowest tested math scores¶

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

Subclaims¶

q2 i? Students with the lowest tested math scores showed the largest improvements in mathematics instruction and learning gains; they had been least likely to be in classes with strong instructional practices before standards implementation. → 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? · causal · r?

A districtwide analysis of Chicago student achievement data between 2014-15 and 2017-18 found the largest improvements "for students with the lowest tested math scores". No effect size is printed in the release.

"The largest improvements in mathematics instruction and learning gains were for students with the lowest tested math scores, who were least likely to be in classes with strong instructional practices prior to standards implementation."

Discussion¶

Related Claims¶

• 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 — a broader claim this one bears on
• Double-dose algebra was least effective for students with the weakest incoming skills, most of whom received special education services — reports the opposite