School characteristics were associated with participation: district-run schools, higher proportions of eligible students, and strong family engagement¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q2 i? Charter schools had 4 percentage points lower participation than district schools; schools with a high proportion of eligible students had 2 percentage points higher participation; schools with strong family engagement (Involved Families) had 3 percentage points higher participation. → de la Torre 2023 q2 i? Participation varied widely among schools serving similar students; among schools with average student-community hardship of 70, rates varied from 29% to 63%. → de la Torre 2023 (2)

Evidence¶

de la Torre 2023¶

de la Torre, M. (2023). Exploring Chicago Connected: Participation patterns. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/exploring-chicago-connected

q2 · i? · associational · r3

Multilevel model comparisons of schools serving similar students (Table 2, from Table A.1 models). The report also reports +2 ppt for high vs. low proportion of eligible students and +3 ppt for high vs. low Involved Families (5Essentials); all relationships presented in the table were statistically significant.

"charter schools had lower participation rates than dis - trict schools, by 4 percentage points"

de la Torre 2023 (2)¶

de la Torre, M. (2023). Exploring Chicago Connected: Participation patterns. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/exploring-chicago-connected

q2 · i? · associational · r3

School-level descriptive analysis (Figure 7, 649 schools). The report notes notable variation in participation among schools even among schools serving students with similar characteristics, partly because schools serving higher-hardship communities had higher rates.

"the schools represented on the far right of Figure 7 had, on average, a population of students from community areas with a hardship index of 70, and the participation rate among students in these schools varied from 29% to 63%."

Discussion¶

Related Claims¶

• CPS schools are most likely to be strong in effective leaders, collaborative teachers, and ambitious instruction, but least likely to be strong in involved families — related
• Students with greater economic need participated at higher rates in Chicago Connected — related
• Teachers' ability to deliver strong instruction depends substantially on the school context, family resources and challenges, and the larger community — related
• Participation in Minnesota's statewide public school choice options rose from about 1% of students in 1988-89 to about 17% in 2000-01 — related
• Professional development participation is mainly a matter of individual teacher initiative, with the teachers most in need of development least likely to pursue it — related
• Participation rates rose with eligibility index score, reflecting program prioritization — related
• About 70% of continuously enrolled grade 5-8 CPS students were eligible for Chicago Connected, and approximately 30% of eligible students opted to participate — related
• Community-area hardship index explained 65% of between-community-area variation; most variation in participation was at the student level — related
• 28% of eligible CPS students participated in Chicago Connected by May 2021 — related
• Case study districts show potential underinvestment in family support and engagement, with most reporting no English Learner family/community liaisons — related