Smaller schools and schools with lower student mobility show significantly stronger instructional pacing even after controlling for prior achievement and poverty¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? School size and student mobility are each independently associated with instructional pacing after controlling for prior academic achievement and student poverty. → Julia B. Smith 1998

Evidence¶

Julia B. Smith 1998¶

Julia B. Smith, BetsAnn Smith, Anthony S. Bryk. (1998). Setting the Pace: Opportunities to Learn in Chicago's Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/setting-pace-opportunities-learn-chicago-public-elementary-schools

q2 · i? · associational · r2

Analysis shown in Figures 8 and 9 comparing small schools (under 350 students) with larger schools (over 750), and low-mobility schools (under 19 percent) with high-mobility schools (over 34 percent). High-poverty schools tend to be larger with higher mobility.

"That is, even after we control for the effects of prior academic achievement and student poverty, we still find signifi- cantly stronger pacing in smaller schools and in schools with lower lev- els of student mobility."

Discussion¶

Related Claims¶

• High-poverty Chicago schools show instructional pacing that flattens out around fourth grade, while mixed-income schools keep pace with ITBS norms — related
• Schools with high proportions of low-income students, large schools, and high-mobility schools are more likely to have incoherent grade-level curricula — related