Personalism and academic press each had only small influences on engagement, but their combination elevated student academic engagement substantially¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The most positive engagement reports came from schools rated high on both personalism and press. → Valerie E. Lee 1999

Evidence¶

Valerie E. Lee 1999¶

Valerie E. Lee, Julia B. Smith, Tamara E. Perry, Mark A. Smylie. (1999). Social Support, Academic Press, and Student Achievement: A View from the Middle Grades in Chicago. Chicago Annenberg Research Project, Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/social-support-academic-press-and-student-achievement-view-middle-grades-chicago

q2 · i? · associational · r3

The report cites the Consortium's 1996 study based on analyses of 1994 citywide student survey data, in which personalism alone and press alone had only small influences on engagement while the combination elevated engagement substantially.

"That is, the most positive reports from students about aca- demic engagement came from schools that stu- dents rate as high on both personalism and press toward academic achievement."

Discussion¶

Related Claims¶

• Schools high on both personalism and academic press show substantially higher student academic engagement than schools high on either alone — possibly the same claim (merge candidate)
• Academic achievement is more likely in classrooms that combine personalism with a strong press toward academic work — related
• 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
• 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