Schools high on both personalism and academic press show substantially higher student academic engagement than schools high on either alone¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Personalism alone and academic press alone each have a small influence on engagement, but their combination elevates engagement substantially. → Sebring 1996

Evidence¶

Sebring 1996¶

Sebring, P. B., Bryk, A. S., Roderick, M., Camburn, E., Luppescu, S., Thum, Y. M., Smith, B., & Kahne, J. (1996). Charting Reform in Chicago: The Students Speak. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-chicago-students-speak

q2 · i? · associational · r2

Schools were divided into nine categories by low, moderate, or high average ratings on personalism and academic press, and students' reports of their own academic effort were compared across categories. The combination of the two "elevates academic engagement substantially."

"Our analyses indicate that per- sonalism, by itself, appears to have a small influence on students' engage- ment in learning, and the same is true of academic press. But the combina- tion of the two elevates academic engagement substantially."

Discussion¶

Related Claims¶

• Personalism and academic press each had only small influences on engagement, but their combination elevated student academic engagement substantially — possibly the same claim (merge candidate)
• Chicago students gain most in achievement when strong academic press and strong social support occur together, and learn less when either is strong and the other weak — related
• Integrated, small, wealthier, and higher-achieving Chicago schools are far more likely to combine strong press and strong support than large, poor, racially isolated, low-achieving schools — related
• Academic achievement is more likely in classrooms that combine personalism with a strong press toward academic work — related
• The 1997 Design for High Schools was intended to spur change in Chicago high schools by increasing both academic press and personalism — possibly the same claim (merge candidate)
• Only the combined effects of pretesting and coaching have substantial positive effects on student performance on the low-stakes PISA assessments — related