Less than half of Chicago elementary schools keep pace with ITBS grade-level content expectations during the last three years of elementary schooling¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Content coverage starts to differentiate at third grade, and by eighth grade fewer than half of Chicago elementary schools keep pace with ITBS grade-level expectations. → Julia B. Smith 1998

Evidence¶

Julia B. Smith 1998¶

Julia B. Smith, BetsAnn Smith, Anthony S. Bryk. (1998). Setting the Pace: Opportunities to Learn in Chicago's Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/setting-pace-opportunities-learn-chicago-public-elementary-schools

q2 · i? · associational · r2

Survey analysis of 2,036 full-time classroom teachers' reports of mathematics content coverage, scaled against the ITBS content ruler. Teachers' reports show wide variability and frequent repetition; the vast majority are not working at or above national norms.

"Content coverage starts to differen- tiate at third grade. The mathematics content tested on the ITBS continues to advance, yet the pacing of roughly half of Chicago’s schools begins to flat- ten out and fall seriously behind."

Discussion¶

Related Claims¶

• High-poverty Chicago schools show instructional pacing that flattens out around fourth grade, while mixed-income schools keep pace with ITBS norms — related
• Integrated schools are most likely to keep pace with ITBS norms while predominantly minority and African-American schools are most likely to lag — related
• Schools with strong professional community show faster instructional pacing than schools with weak professional community, including among high-poverty schools — related