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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in high-press schools reporting high support made the greatest reading gains (1.82 GEs), far exceeding mismatched combinations. → Valerie E. Lee 1999 q2 i? The same combined pattern holds for math achievement and is even more pronounced. → Valerie E. Lee 1999 (2)

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 · r2

HLM analysis grouping schools by press level and students by support level. High-press/high-support students gained "1.82 GEs" in reading; high-support/low-press students gained 0.94 GEs and high-press/low-support students 1.05 GEs.

"students who attend schools with high levels of academic press and who also report high levels of social support make the greatest gains in reading achievement on the ITBS—1.82 GEs (1 year, 8.2 months)."

Valerie E. Lee 1999 (2)¶

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 math version of the same combined analysis (Figure 4) shows the high-press/high-support group at 2.39 GEs versus 0.63 GEs for low-press/low-support students; the article states the relationships are "even more pronounced" for math.

"As shown in Figure 4 (page 17), similar relationships exist for math achievement. With math, these relationships are even more pronounced."

Discussion¶

Related Claims¶

• School academic press is positively related to school-average reading and math achievement gains in Chicago middle grades — related
• Schools high on both personalism and academic press show substantially higher student academic engagement than schools high on either alone — related
• Academic achievement is more likely in classrooms that combine personalism with a strong press toward academic work — possibly the same claim (merge candidate)
• Schools strong in the five essential supports are more likely to improve academically — a broader claim this one bears on
• 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
• Students' social support is positively related to one-year reading and math achievement gains in Chicago middle grades, controlling for background and school characteristics — related
• Coach-athlete relationship and coach leadership or behaviours considered together are better predictors of athletes' and coaches' outcomes than either alone — a narrower finding that bears on this claim
• Strong school academic culture (academic press and college-going culture) raises ACT scores by about 0.6 points after controlling for prior PLAN scores — related
• Personalism and academic press each had only small influences on engagement, but their combination elevated student academic engagement substantially — related
• School Supports Including Academic Press, Social Support, and Instructional Program Coherence Relate to Achievement — a broader claim this one bears on
• Only the combined effects of pretesting and coaching have substantial positive effects on student performance on the low-stakes PISA assessments — related