More than half of teachers in bottom-quartile schools describe little or no program coherence¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2010: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers in bottom-quartile schools are markedly more negative about program coherence than those in top-quartile schools, with more than half describing little or no coherence and 42 percent describing moderate coherence. → Stuart Luppescu and Holly Hart 2005
Evidence¶
Stuart Luppescu and Holly Hart 2005¶
Stuart Luppescu and Holly Hart. (2005). Sample Elementary 2005: Details of Student and Teacher Responses — Improving Chicago's Schools 2005 Survey Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-elementary-details-2005
q2 · i? · associational · r1
Citywide quartile comparison of the Program Coherence scale in the 2005 survey report. By contrast, in top-quartile schools 'more than half of the teachers describe moderate program coherence, with another 29 percent noting strong program coherence in their school.'
"Teachers in the bottom quartile schools are more negative about the amount of program coherence in their schools; more than half describe little or no coherence, although 42 percent consider their school to have moderate program coherence."
Discussion¶
Related Claims¶
- In bottom-quartile schools the School Improvement Plan is largely not implemented, with most teachers negative or mixed — related
- Joint problem solving distinguishes top- from bottom-quartile Chicago high schools: half of top-quartile teachers describe strong processes plus 13 percent very strong, while bottom-quartile teachers most often describe weak processes (46 percent) — related
- Program coherence varies widely within quartiles: more than half of top-quartile teachers report moderate coherence and 32 percent report little or none, while 44 percent of bottom-quartile teachers report strong or very strong coherence — possibly the same claim (merge candidate)
- Teacher survey reports of instructional program coherence correlate strongly with researchers' field-based ratings of coherence — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
program-coherence-bottom-quartile-little-or-none |
title |
More than half of teachers in bottom-quartile schools describe little or no program coherence |
description |
More than half of teachers in bottom-quartile schools describe little or no program coherence |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2005 |
recheck_by |
2010 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stuart-luppescu-and-holly-hart-2005 |
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