School Supports Including Academic Press, Social Support, and Instructional Program Coherence Relate to Achievement¶

Claim · All claims
Evidence · 1 study · qualitative r? · q3
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Chicago Annenberg studies relate three supports to student achievement gains: academic press and social support together (gains where students experienced high levels of both, not separate effects of each), interactive teaching practices, and instructional program coherence. → Smylie 2006

Evidence¶

Smylie 2006¶

Smylie, Mark A., and Stacy A. Wenzel. (2006). Promoting Instructional Improvement: A Strategic Human Resource Management Perspective. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/promoting-instructional-improvement-strategic-human-resource-management-perspective

q3 · i? · qualitative · r?

Chicago Annenberg Research Project studies of ITBS gains, as summarised in this report. Lee, Perry, and Smith, using citywide teacher and student surveys with ITBS scores, found gains where students experienced both high support and high academic press; Smith, Lee, and Newmann found greater gains with more interactive teaching; Newmann et al., using ITBS scores and teacher survey data, found coherence related to improvement.

"These studies show that such supports are related significantly to student academic achievement."

Discussion¶

Learner Variables¶

• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
• Schools with many unrelated and unsustained initiatives show smaller gains than schools with coherent programs — 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 — a narrower finding that bears on this claim
• School academic press is positively related to school-average reading and math achievement gains in Chicago middle grades — a narrower finding that bears on this claim
• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change — related
• Within schools, principal leadership relates to individual teachers' instruction through multiple pathways, with the strongest via program quality (professional development and coherence) — related
• Principals' instructional leadership practices are linked to improved student outcomes, largely through their support for teachers — related