One policy report argues that rigid pacing guides push teachers toward teacher-centered lessons and away from cognitively demanding activities, especially in schools serving learners of color and those experiencing poverty¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Pacing guides that are too tight and inflexible lead teachers to rely on teacher-centered lessons rather than learner-centered activities that nurture understanding, and teachers of learners of color and those in poverty are more likely to drop cognitively demanding activities. → Brizard 2023

Evidence¶

Brizard 2023¶

Brizard, J.-C. (2023). Breaking with the past: Embracing digital transformation in education. Digital Promise. https://doi.org/10.51388/20.500.12265/176

q1 · i? · theoretical · r2

The publication's argument section cites Jane L. David of the Bay Area Research Group; the review attributes this claim to David, reporting that pacing guides push teachers to "rely on teacher-centered lessons". No empirical study design or effect size is printed for this attribution.

"Jane L . David, author and director of the Bay Area Research Group, posits that pacing guides force teachers to “rely on teacher-centered lessons that seem more efficient and predictable” than learner-centered, engaging activities “that are more time-consuming, cognitively demanding, and that nurture understanding .”"

Discussion¶

Related Claims¶

• High-stakes testing pushed some Chicago schools toward test preparation and away from partners' long-term instructional improvement efforts — related
• Students value knowing class routines and report that rushed pacing, especially in Advanced Placement courses, is a barrier to mastering content — related