Mandated rigorous-curriculum policies in CPS sometimes had adverse consequences: the IDS initiative saw test scores decline and the college-prep-for-all policy increased course failure without achievement gains¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The CPS Instructional Development System initiative did not produce achievement benefits; test scores declined. → Sebring 2021 q2 i? A district policy requiring college preparatory courses for all students made low-achieving students more likely to fail courses without achievement improvements, while high-achieving students became less likely to go to college. → Sebring 2021 (2)

Evidence¶

Sebring 2021¶

Sebring, Sall, Kheraj, Davis, Allensworth, de la Torre, & Beechum. (2021). Research and Engagement Agenda, 2021–25. UChicago Consortium on School Research. https://www.5-essentials.org/cps/5e/2018/s/610268/essentials/families/#trends?c=district&o=-change

q2 · i? · review · r2

The agenda reports, citing Sporte, Correa, Hart, & Wechsler (2009), that the 2006 IDS initiative, which included curricular strategies, materials, assessments, professional development, and coaching, "did not produce benefits for achievement; in fact, test scores declined".

"Consortium research on this initiative indicated that even with all the effort that CPS put into it, the initiative did not produce benefits for achievement; in fact, test scores declined."

Sebring 2021 (2)¶

Sebring, Sall, Kheraj, Davis, Allensworth, de la Torre, & Beechum. (2021). Research and Engagement Agenda, 2021–25. UChicago Consortium on School Research. https://www.5-essentials.org/cps/5e/2018/s/610268/essentials/families/#trends?c=district&o=-change

q2 · i? · theoretical · r2

The agenda reports, citing Montgomery, Allensworth, & Correa (2010), that under the college-prep-for-all policy "low-achieving students became more likely to fail courses" with no achievement improvement, while high achievers became less likely to attend college.

"Consortium research on a district policy requiring college preparatory courses for all students found that low-achieving students became more likely to fail courses, without improvements in achievement, while high achieving students became less likely to go to college and experienced declining course rigor."

Discussion¶

Related Claims¶

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