Student learning improves most where multiple related essential supports are implemented and evaluated¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student learning improves most in schools implementing multiple, related essential supports on an ongoing basis. → The UChicago Consortium 2003

Evidence¶

The UChicago Consortium 2003¶

The UChicago Consortium. (2003). Trends in Chicago Public Schools' Survey Measures of School Development (1994-2003). https://consortium.uchicago.edu

q2 · i? · associational · r?

Consortium research on Chicago public schools, reported as the rationale for grouping survey composites under the essential supports. The brief states that "student learning improves most in schools where multiple, related essential supports are implemented and evaluated." No effect sizes are printed in this summary report.

"Our research has shown that student learning improves most in schools where multiple, related essential supports are implemented and evaluated on an ongoing basis."

Discussion¶

Related Claims¶

• Elementary schools strong in three or more of the five essential supports were ten times more likely to substantially improve student math and reading scores (attributed to Bryk et al., 2010) — the general claim this finding bears on, with the studies behind it
• Elementary schools with clusters of three or more NBCTs demonstrate greater strength on 7 of 12 essential supports measures — related
• Fewer than 10 percent of elementary schools with a sustained weakness in one essential support showed improvements in student outcomes (attributed to Bryk et al., 2010) — related
• Schools strong in the essential supports are more likely to improve student learning over time — a narrower finding that bears on this claim